Afework Alaro PDF

ADDIS ABABA UNIVERSITY
SCHOOL OF GRADUATE STUDIES
AN ASSESSMENT OF THE IMPLEMENTATION OF CONTINUOUS

PROFESSIONAL DEVELOPMENT PROGRAM IN SELECTED
SECONDARY AND PREPARATORY SCHOOLS OF DAWURO ZONE
BY
AFEWORK ALARO AMACHE
JUNE 2014
ADDIS ABABA
BY
AFEWORK ALARO AMACHE
A THESIS SUBMITTED TO SCHOOL OF GRADUATE STUDIES OF

ADDIS ABABA UNIVERSITY IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS IN
EDUCATIONAL LEADERSHIP AND MANAGEMENT
JUNE 2014
ADDIS ABABA UNIVERSITY
ADDIS ABABA, ETHIOPIA

BY
AFEWORK ALARO
APPROVED BY EXAMINING BOARD
Hussien Kedir (PhD) 12/06/2014
Department Head Signature Date
Kenenissa Dabi (Ato) 12/06/2014
Examiner, Internal Signature Date
Dessu Wirtu (PhD) 12/06/2014
Examiner, External Signature Date
Wossenu Yimam (PhD) 12/06/2014
Advisor Signature Date

DEDICATION
This work is dedicated to my beloved brother Filmon Abiche and sister Almaz Abiche who
suddenly passed away in the year 1998 and 2014 respectively.
I
ACKNOWLEDGEMENTS
I would like to express my heartfelt gratitude to my advisor Wossenu Yimam (PhD) for his
constructive comments, advice, commitment, unfailing encouragement, and guidance to conduct
this study.
My deep appreciation also goes to sampled schools leaders, teachers, CPD coordinators,
supervisors and Woreda/Town TDP coordinators for their giving the necessary information by
fulfilling questionnaires, participating in FGD and interviews. Without their ample participation,
this study would not have been completed. I am greatly thankful to Dawuro Zone Education
Department TDP coordinators Ato Bezabih Chumbala and Ato Mengistu Mekuria, SNNPR
Education Bureau TDP experts Ato Chemir Haile and Ato Derege Kebede, and Tarcha
secondary and preparatory school principal Ato Zewdie Tura because they gave me an important
documents and reference materials concerning my research tile.
I would like to extend my deepest thanks to my best friends Desta Demissie, Tesfaye Megiso,
Woldegiorgis Balcha, Mitiku Mekuria and Samuel Tibebe (PhD students at AAU), Tizazu
Bayou, Woju Tefera, Abiyot Kebede, Belayneh Jebula, Akililu Acha, and Dawit Demissie for
their financial support and encouragement throughout my graduate studies and this research
work. Destish my best friend, you supported me by showing how to insert the data in the SPSS
and how to analyze and interpret it. Midaw, you corrected my research proposal and gave me the
directions how to conduct the research. Sami, you did your best by correcting my thesis proposal
and final thesis even if you are too busy in the writing your dissertation, you did not hesitate to
support me. I am very much grateful to my brothers Abeje Alaro and his wife, Ashenaf Alaro
and Awoke Anebo and my sisters Alemitu Alaro, Hanna Alaro and Adanech Abiche for their
financial support and encouragement.
I am grateful to Tarcha Town Administration for their permission to attend this master’s degree
program in Addis Ababa University.
Most of all, my heartfelt thanks goes to my beloved wife Tsega Bogale and my cute son
Natinael. Tsegisho you are all things for me. You supported and encouraged me when I was
attending my graduate studies and conducting this study.
II
Table of Contents
Dedication…………………………………………………………………………………...... i
Acknowledgements…………………………………………………………………………... ii
Table of Contents……………………………………………………………………………. iii
List of Tables……………………………………………………………………………....... vii
List of Figures……………………………………………………………………………… viii
Acronyms and Abbreviations………………………………………………………………... ix
Abstract……………………………………………………………………………………..... x
CHAPTER ONE ........................................................................................................................ I
INTRODUCTION ..................................................................................................................... 1
1.1 Background of the Study ............................................................................................ 1
1.2 Statement of the problem ............................................................................................ 3
1.3 Objectives of the study ............................................................................................... 7
1.3.1 General objective................................................................................................. 7
1.3.2 Specific objectives ............................................................................................... 7
1.4 Significance of the study ............................................................................................ 8
1.5 Delimitation of the Study ........................................................................................... 8
1.6 Limitations of the Study ............................................................................................. 8
1.7 Definitions of Key Terms ........................................................................................... 9
1.8 Organization of the Study ........................................................................................... 9
CHAPTER TWO..................................................................................................................... 10
REVIEW OF RELATED LITERATURE .............................................................................. 10
2.1 The Concept of Continuous Professional Development (CPD) Program ................ 10
2.2 Historical Development of CPD Program ................................................................ 11
III
2.2.1 CPD in Ethiopia ................................................................................................ 12
2.2.2 Overview of CPD program in Ethiopian Context ............................................. 14
2.2.3 Policy grounds on Quality of Education and CPD Program in Ethiopia .......... 15
2.3 Importance and Objectives of CPD Program ........................................................... 18
2.3.1 Importance of CPD Program ............................................................................. 18
2.3.2 Objectives of CPD Program .............................................................................. 19
2.4 Principles and benefits of effective CPD program ................................................... 20
2.4.1 Principles of Effective CPD Program ............................................................... 20
2.4.2 Benefits of Effective CPD Program .................................................................. 20
2.5 CPD-Licensing: The Practicalities ........................................................................... 21
2.5.1 Sequence for Teaching Licenses ....................................................................... 21
2.5.2 Levels in the Career Structure ........................................................................... 21
2.5.3 Generic Courses in the Initial ............................................................................ 22
2.6 Practices for Effective Implementation of CPD Program ........................................ 25
2.7 Characteristics of Effective CPD Program ............................................................... 26
2.8 Models of CPD Program .......................................................................................... 27
2.9 The Impact of CPD Program on Teachers Teaching and Students Learning ........... 28
2.10 Professional Development Portfolio (PDP) .............................................................. 30
2.11 The CPD cycle .......................................................................................................... 31
2.11.1 The CPD Cycle – “Analyze” ............................................................................. 32
2.11.2 The CPD Cycle – “Plan” ................................................................................... 32
2.11.3 The CPD Cycle – “Do” ..................................................................................... 33
2.11.4 The CPD Cycle – “Evaluate” ............................................................................ 33
2.12 Principals’ and Teachers’ Perceptions and beliefs on the CPD program ................. 34
2.13 Evaluation of Teachers’ CPD Program .................................................................... 35
IV
2.14 Duties and Responsibilities of Stakeholders on the CPD Program .......................... 36
2.14.1 Newly Deployed Teachers (NDTs) ................................................................... 36
2.14.2 Licensed Teachers ............................................................................................. 37
2.14.3 School Leaders .................................................................................................. 37
2.14.4 Mentors.............................................................................................................. 39
2.14.5 School clusters................................................................................................... 39
2.14.6 Woreda and Sub-City Education Offices .......................................................... 40
2.14.7 Teachers Education Institutions ........................................................................ 40
2.14.8 Regional Education Bureaus/Zones .................................................................. 41
2.14.9 The Ministry of Education ................................................................................ 42
2.15 Factors affecting the implementation of CPD .......................................................... 42
2.16 Summary of Review Related literature .................................................................... 44
CHAPTER THREE ................................................................................................................. 45
RESEARCH DESIGN AND METHODOLOGY................................................................... 45
3.1 Research Design ....................................................................................................... 45
3.2 Methodology............................................................................................................. 45
3.3 Sources of Data ......................................................................................................... 45
3.3.1 Primary sources of data ..................................................................................... 45
3.3.2 Secondary sources of data ................................................................................. 46
3.4 Target population, Sampling Techniques and Sample ............................................. 46
3.5 Instrument of Data Collection .................................................................................. 47
3.5.1 Questionnaire .................................................................................................... 48
3.5.2 Interview............................................................................................................ 48
3.5.3 Focus Group Discussion (FGD) ........................................................................ 48
3.5.4 Document Analysis ........................................................................................... 48
V
3.6 Procedures of Data Collection .................................................................................. 49
3.7 The Method of Data Analysis ................................................................................... 50
3.8 Description of Research Sites ................................................................................... 51
CHAPTER FOUR ................................................................................................................... 53
PRESENTATION, ANALYSIS AND INTERPRETATION OF THE DATA ...................... 53
4.1 Characteristics of the Respondents ................................................................................ 54
4.2 Perceptions of school leaders and teachers on the CPD program ............................ 55
4.3 School leaders’ support and follow up activities on the CPD program.................... 60
4.4 Benefits of CPD Program in the teaching and learning process ............................... 65
4.5 The effectiveness of the implementation of CPD program ...................................... 68
4.6 Factors affecting the implementation of CPD program............................................ 72
CHAPTER FIVE ..................................................................................................................... 77
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS ........................................... 77
5.1 Summary of the major findings ................................................................................ 77
5.1.1 Perceptions of teachers and school leaders on the CPD program ..................... 78
5.1.2 School leaders support and follow up activities on the CPD program.............. 79
5.1.3 Benefits of CPD Program in the teaching and learning process ....................... 80
5.1.4 The effectiveness of the implementation of CPD program ............................... 81
5.1.5 Factors affecting the implementation of CPD program .................................... 82
5.2 Conclusions .............................................................................................................. 83
5.3 Recommendations .................................................................................................... 84
5.4 Areas for Future Research ........................................................................................ 86
References…………………………………………………………………………………… 87
Appendices
VI
List of Tables
Tables page
Table 3.1: Distribution of the target population, the sample and sampling techniques ------ 47
Table 4.1: Respondents’ Characteristics ----------------------------------------------------------- 54
Table 4.2: Responses of respondents on the perceptions of teachers and school leaders on the
CPD program ------------------------------------------------------------------------------------------ 56
Table 4.3: Responses of respondents on the school leaders support and follow up activities on the
CPD program------------------------------------------------------------------------------------------- 61
Table 4.4: Responses of respondents on the benefits of CPD program in the teaching and
learning process --------------------------------------------------------------------------------------- 66
Table 4.5: Responses of respondents on the effectiveness of the implementation of CPD program
------------------------------------------------------------------------------------------------------------ 69
Table 4.6: Responses of respondents on the factors affecting the implementation of CPD
program ------------------------------------------------------------------------------------------------- 73
VII
List of Figures
Figures page
Figure 1: CPD Relations to Teachers’ Career Structure------------------------------------- 24
Figure 2: The CPD cycle------------------------------------------------------------------------- 32
Figure 3: The Physical Map of Dawuro Zone------------------------------------------------- 52
VIII
Acronyms and Abbreviations
AAU- Addis Ababa University

CPD- Continuous Professional Development
CRCs- Cluster Resource Centers
DZFEDD- Dawuro Zone Finance and Economic Development Department
ESDP- Education Sector Development Program
ETP- Education and Training Policy
FGD- Focus Group Discussion
GEQIP- General Education Quality Improvement Package
MoE- Ministry of Education
NDTs - Newly Deployed Teachers
NGOs- Non Government Organizations
PD- Professional Development
REB- Regional Education Bureau
SNNPREB- Southern Nations, Nationalities and Peoples Regional Education Bureau
SNNPRS- Southern Nations, Nationalities and Peoples Regional State
SPSS- Statistical Package for Social Science
TDP- Teachers Development Program
TEIs - Teachers’ Education Institutions
TESO- Teacher Education System Overhaul
WEO- Woreda Education Office
ZED- Zone Education Department
IX
ABSTRACT
An Assessment of the Implementation of Continuous Professional Development Program in
Secondary and Preparatory Schools of Dawuro Zone, SNNPR.
Afework Alaro
Addis Ababa University, 2014
The purpose of this study was to assess the implementation of CPD program in secondary and
preparatory schools of Dawuro Zone. The study attempted to identify perceptions of school
leaders and teachers on the CPD program, stakeholders’ support and follow up activities on the
CPD program, benefits of CPD program in the teaching and learning process, the effectiveness
of the implementation of CPD program and factors affecting CPD program. The study arose
from a concern that, though the Government of Ethiopia planned CPD program to update
the professional development of teachers to improve the achievements of students, research has
shown that teachers have not improved their classroom practice which indicates that CPD
program was not implemented successfully as it was planned. Descriptive survey design was
employed to achieve the intended objectives and to answer the basic research questions. The
survey sample consisted of 5 secondary and preparatory schools, 15 school leaders, 83 teachers,
35 CPD coordinators, 15 Woreda/Town TDP coordinators and 5 supervisors. These groups of
samples were selected using purposive sampling and simple random sampling techniques. Data
collecting instruments like questionnaire, semi-structured interview, FGD and document
analysis were used to collect data. Quantitative data analysis approach was used to analyze
close-ended questions; whereas, qualitative data analysis approach was used to analyze the data
collected from open-ended, semi-structured interview, FGD and document analysis. To analyze
the data collected through questionnaire, mean, standard deviation and independent samples t-
test were employed. The major findings of the study were: majority of the respondents (teachers)
perceived CPD program negatively; there were no stakeholders support and follow up activities
on the CPD program; and the CPD program was delayed by many discouraging factors. The
findings of the study concluded as CPD program was not implemented successfully due to the
negative perceptions of teachers, the lack of stakeholders support and follow up activities and
many more affecting factors. On the basis of these major findings and conclusion the following
recommendations were made: to implement the CPD program effectively the stakeholders should
reduce the work load of teachers; prepare conducive environment for training; apply licensing,
re-licensing, certification and career level for teachers, and so on. In addition to this, identify
CPD priorities clearly and make discussion with teachers; prepare annual and individual CPD
plan; design systematic support, follow up and evaluation strategies continuously; allocate the
necessary budget and, etc.
Key words: assessment, implementation, Continuous Professional Development, program,
training
X
CHAPTER ONE
INTRODUCTION
Under this part, the background, statement of the problem, objectives, significance,
delimitation, limitations, and definitions of key terms and organization of the study were
treated successively.
1.1 Background of the Study
Professional development (PD) in a broad sense refers to the development of a person in his
or her professional role. More specifically, Glatthorn (1997) argued that, teacher development
is a professional growth a teacher achieves as a result of gaining increased experience and
examining his/her teaching systematically. It is clear that teacher development can make a
difference in students’ achievement, but it depends on the type of development program and
support that is put in place. Day (1999) defined CPD as a process by alone and with others,
teachers, reviews, renews, and extends their commitment as change agents to the moral
purpose of teaching and by which they acquire and develop critically the knowledge, skills
and emotional intelligence essential to good professional thinking, planning and practice
colleagues through each phase of their teaching lives.
According to Friedman and Phillips (2000), CPD is the systematic maintenance,

improvement and broadening of knowledge and skills, and the development of personal
qualities necessary for execution of professional and technical duties throughout the
individual’s working life. Within this definition, multiple purposes of CPD can be observed:
CPD is concerned with maintaining knowledge and skills. More recently, this would be
summarized as maintaining one’s competence or competencies. Villegas-Reimers (2003:7)
also defined CPD as a means of improving knowledge and skills of personnel throughout
their working lives. It may be used to update knowledge and skills, prepare for changing roles
and responsibilities and increase the general competencies.
As explained by Schultz (2001), our environment is complex, turbulent, contradictory,

relentless, uncertain and unpredictable. Thus, to cope with this dynamic and unpredictable
environment, teachers need to update their knowledge regularly in addition to their pre-
service training.
1
Improving the knowledge and skills of teachers through training is the major function of a
government because it leads to the improvement of students’ academic achievement. They
are expected to change themselves all the time because our world is rapidly changing in every
aspect. To perform this, teacher CPD program is the essential one which is integrated with
different courses for all teaches at any career level which enable them to own sustainable
professional development in teaching. Although CPD is not a new idea to Ethiopia, it has not
been structured and supported. All serving teachers and head teachers should have the right
of access to high quality and relevant CPD opportunities. It is also essential that in order to
make effective educational improvements, teachers must take advantage of these
opportunities to ensure that participation in staff development activities results in change and
in measurable improvement in schools. Teachers will also be expected to renew their
teaching licenses periodically and clear links will be made between CPD, re-licensing and
career progression (MoE, 2004). This indicates that CPD as a lifelong education, teachers
teach themselves and teach each other to update and add value to their profession. According
to MoE, the ultimate goal of CPD is to enable the students to acquire quality education (MoE,
2004). Thus, the motto necessitated the involvement and active participation of teachers in
the CPD.
Before the introduction of General Education Quality Improvement Package (GEQIP),

Teacher Development Program (TDP) of in-service and CPD were developed in 2005 in a
modular approach and introduced on rigorous implementation in all primary schools (Ewnetu
and Firdisa, 2010). This program has two main points; the first program is the two-year
induction program for Newly Deployed Teachers (NDTs) and the transitional professional
development. According to the National TDP guideline the NDTs teachers were expected to
go through a two year induction program supported by experienced teachers (mentors). The
second program is all other teachers who are already on the system were given the
opportunity for continuous learning and update with expanding knowledge, new
technologies, and share experiences, ideas, and good practices for teaching and learning
approaches with colleagues from own or other schools by participating in CPD activities each
semester (MoE, 2005). But, during early implementation time, there were great challenges
from the teachers due to lack of awareness and they were complaining that the contents in the
course books were not relevant to their school situations. Besides this, after three years of
CPD implementation in schools the TDP-1 CPD impact study showed that CPD in schools
2
was not active and did not yet play its part in bringing change in teachers’ knowledge and
skill development and consequently in the improvement of students’ performance.
To improve the students knowledge and behavior in the teaching learning process, it is
essential to design and organize teachers’ training system that can improve their professional
ethics and develop their capacity in order to make them aware of the fact that education has
the potential to improve one’s ability, helps to avoid harmful practices and enforces science
and technology (MoE, 2007).
As it was indicated in the framework of Continuous Professional Development (CPD) for

primary and secondary school teachers, leaders and supervisors in Ethiopia (MoE, 2009), the
Education and Training Policy (ETP) set high standards for teachers and described new
approach to education. At the heart of this new approach was the promotion of more active
learning, problem solving, and student centered teaching methods. In addition to this, high
emphasis was given to upgrading and updating teachers in pre-service and in-service training
programs.
Regarding the above important points about CPD, the researcher agrees that CPD program
has positive outcomes in the teaching learning process. Because it inculcates every activities
performed in school through updating the knowledge and skills of teachers and develops the
competences among the staff members. Therefore this study is designed to assess the
implementation of CPD program in secondary and preparatory schools of Dawuro Zone.
1.2 Statement of the problem
MoE (2005) in its Education Sector Development Program (ESDP III) document reported
that, teachers do not continuously update their competencies and skills. This indicates that in
rapidly changing world being certified in pre-service training is not the only guarantee to
become a well informed and effective teacher. Thus, teachers must continuously teach
themselves like they are teaching their students. Therefore, CPD has been designed to be the
most effective process, system of learning and experience sharing throughout teacher’s
career. To this effect, the MoE has launched CPD program as a new reform of reaction that
intended to solve the problems of educational quality by updating teachers. Accordingly, it
has been reported that ultimate objective of CPD is to improve the teaching learning process
in Ethiopian schools. However, it is not known whether the intended objective of CPD is
3
attained or not. Gizaw (2006) reported that, there is a doubt whether the CPD program is
actually practiced at school/cluster levels like other responsibilities of schools and teachers.
This implies that there might be a gap between what has been intended and what is going on
in actuality of the CPD practices.
The government of Ethiopia has strong belief that CPD can contribute to the professional
advancement of teachers, for instance, it helps them to develop knowledge, skills and to
move up to the career ladder or structure. The program is also expected to introduce
competent teachers with the new development in the field. Moreover, the education and
training policy (ETP) of Ethiopia (1994) has given attention to teachers’ issues. Accordingly,
teachers CPD have been commenced in Ethiopia at all levels and career stages of teachers to
bridge the gap of the pre-service training. Teachers’ education institutions might have little
impact on teachers’ knowledge and skills development during pre-service training; for this
reason, many countries have developed in-service profession of development strategies to
cope with these challenges (Khan and Begum, 2012)
The 2008 TDP-1 CPD Impact Study which was carried out by Haromaya University cited in
MoE (2009) has confirmed the following three major findings.
1. The study generally revealed that in nearly four out of five schools the structure of CPD is
either absent or inadequate.
2. Nearly all (29 of 31) Cluster Resource Centers (CRCs) sampled were not adequately
prepared to run well organized, inspiring and transforming CPD activities.
3. In schools where CPD has begun teachers are however, able to demonstrate a reasonable
mastery of the contents (of the CPD courses) they covered before and up to the time of
the study.
The study also identified the following six major challenges:
 Failure to synchronize the career structure and the CPD values and activities.
 CPD facilitators’ high turnover.
 Time constraints on teachers as well as their school leaders.
 CPD program's lagging behind its time and the tendency of rushing to cover the course.
 Total absence or inadequacy of the minimum resources required to run CPD.
4
 Lack of systematic collaboration and coordination between Education Bureaus, TEIs and
NGOs.
As reported by SNNPREB (2012), like other Ethiopian Regional areas and schools, teachers
and principals in SNNPR were trying to go through their CPD activities, but it was
challenging to teachers and school leaders. Dawuro Zone may be sharing these problems
because it is one of the SNNPR’s Zones.
As Dawuro Zone Education Department (ZED) report (2012) indicated, teachers have faced
lack of interest and have no positive attitude to take CPD as a means for their PD and rising
students’ achievement, every teacher must take it as mandatory task in their career. The CPD
framework stated that CPD is a compulsory requirement for those who teach in Ethiopian
schools. It is the civic and professional duty of all teachers to engage in CPD (MoE, 2009).
Even though such arrangements made to improve teachers’ quality, CPD of teachers at school
level has not yet been fully implemented as it was designed particularly at most Secondary
and preparatory schools of SNNPRs. The SNNPREB (2013) confirms this idea by stating that
it is “impossible” to say that teachers CPD is fully implemented in majority of regional
schools as it is desired. The major reasons mentioned were poor implementation of CPD
because of teachers’ attitudinal and technical problems, lack of appropriate monitoring and
evaluation and lack of adequate materials. Moreover, teachers neither perceived CPD as
important nor believe as instrument to improve professional skills; it is tiresome and boring
program to teachers. Further, they relate CPD practice with personal benefits, promotion and
qualification rather updating knowledge.
There are reports on the positive effects of CPD on different school matters like student-
teacher relationship, sharing idea and experience among teachers, working in collaboration,
and the like. Amare et al. (2006) reported that, CPD has laid fertile ground to build strong
academic achievement. And again, Aga (2009) indicated that CPD improves classroom
management, spirits of collegial work, transparency among staffs, professional ethics, creates
respect to the job, teacher-student relation which is the ways to have quality of education.
In addition to this, different researchers in Ethiopia conducted researches on CPD program

implementation and identified different problems. To mention some of their findings,
research conducted by Alemayehu (2011), in government secondary schools of Bale Zone,
revealed that lack of well organized concerned body, lack of commitment/motivation, lack of
5
coordination among schools, WEO, ZED and REB, lack of reliable support, lack of follow
up, and lack of knowledge are the major factors which affected the implementation of CPD
program.
Research conducted by Melkie (2010), in general secondary schools of South Gonder Zone
indicated that, though the majority of the teachers know the purpose of teachers’ CPD and
perceive the program positively, there are also some teachers having negative perception. The
study showed that, the initial trainings to aware the program’s objective; how to implement
CPD, prepare portfolio, plan CPD, and the role of facilitators were not given sufficiently to
all teachers.
The research of Ewnetu (2009), that conducted in selected primary schools of Jimma Zone
revealed that, school based CPD activities are less relevant to influence teachers classroom
practice due to lack of subject specify skills training. i.e., they indirectly influence the
ultimate objectives of school based CPD.
All the above researches that conducted in different parts of Ethiopia show that there were
problems in implementing CPD in the school. On top of that, the researcher (as the former
teacher and school principal) participated in various CPD activities/practices and trainings,
got a good opportunity to visit different secondary and preparatory schools to share
experiences and participated in preparing different trainings on CPD issues. He also got a
chance to discuss with teachers about CPD implementation and led different group discussion
of teachers on the CPD trainings. During these times, he observed the following important
points: some teachers viewed CPD activities negatively while others had positive view and
some others had been indifferent about it; some teachers do not give due attention for it; do
not allocate sufficient time for it; and are not interested in the program at all. Some teachers
and principals may not be well informed about the steps and procedures how to implement
CPD practices; lack of sufficient training and discontinuity of training efforts, mismatch of
training contents with trainer experiences and capability, lack of supervision and support.
But, this study is different from the other researchers conducted researches in this area by
data collecting instruments; it was conducted at secondary and preparatory schools and
methodology used.
In spite of the above findings on the CPD, the researcher inspired to undertake a study that
deals with an assessment of the implementation of CPD in secondary and Preparatory schools
6
of Dawuro Zone for some important reasons. First, even though CPD is one of the most
important programs to update teachers’ professional competence, knowledge and skills to
attain a desired quality of education; teachers, principals, supervisors, and Woreda officials
were complaining about its complexity. Second, a researcher was a teacher for five years and
principal for three years; he had real doubt whether the necessary supports such as continuous
training and supervision, seminars, workshops, and different motivations were in place for
CPD program. Third, majority of secondary and preparatory school teachers had no interest
in CPD training and group discussions and CPD coordinators also had no interest to lead the
groups. Fourth, the concerned bodies like Woreda and Zone TDP coordinators do not give
attention for CPD activities/practices. To this effect, this study tried to answer the following
research/basic questions.
(1.) To what extent is the implementation of CPD program effective in the schools?
(2.) How do principals and teachers perceive the CPD program in the schools?
(3.) What do the stakeholders’ support and follow up CPD program in the schools look
like?
(4.) What are the benefits of CPD program in teaching learning process in the schools?
(5.) What major factors hinder the effective implementation of CPD program in the
schools?
1.3 Objectives of the study
1.3.1 General objective
The ultimate objective of this study is to assess the implementation of Continuous

Professional Development (CPD) program in secondary and preparatory schools of Dawuro
Zone Southern Nations, Nationalities and Peoples Regional State (SNNPRS).
1.3.2 Specific objectives

1. To explore teachers’ and principals’ perceptions towards CPD program in the secondary
and preparatory schools.
2. To identify the extent to which of support and follow up activities on the CPD program in
the secondary and preparatory schools are in place.
3. To find out the benefits of CPD program in teaching and learning process in the
secondary and preparatory schools.
7
4. To examine the effectiveness of the implementation CPD program in the secondary and
preparatory schools.
5. To identify the major factors hindering the effective implementation of CPD in the
preparatory schools.
1.4 Significance of the study
The researcher believes that the study would have a vital importance in the following ways:
 The findings of the study may provide information on the practices and challenges of
CPD program.
 The findings of the study will help to provide feedback for educators and policy
makers.
 It may help the schools and education offices (Woreda, Zone, and, etc) to give
appropriate attention to the practices of CPD at school levels.
 The study will help to identify challenges for future program implementation.
 The findings of the study will help to develop key inputs for revising the existing
implementation guidelines/manuals.
 The study may serve as a starting/reference material for further study on the issues of
CPD.
1.5 Delimitation of the Study
The study was delimited to selected government secondary and preparatory schools of
Dawuro Zone, SNNPRS. It is the researcher’s belief that this level is the preparation stage for
university education which requires a great effort of teachers and administrative bodies to
work on the improvement of students’ achievement. It was also focused on the last three
years and current practices and challenges of CPD program. On the top of this, the study
focused on the assistance which teachers receive to put CPD into practice, their
attitudes/perceptions, extent the CPD program implemented, benefits of the program and
factors affecting CPD practices.
1.6 Limitations of the Study
The following limitations were occurred to this study. First, while conducting this research
respondents were careless to fill out the questionnaires. Second, some of the respondents
responded hastily, but also without correctly understanding the questionnaires and might
8
responded inconsistently. Third, unwillingness of the respondents’ to return questionnaires as
per as the schedule of the researcher. Due to this, the researcher wasted a lot of time to
convince the respondents to fill out the questionnaires carefully.
1.7 Definitions of Key Terms

1. CPD- any process or activity, planned or otherwise, that contributes to an increase in or
the maintenance of knowledge, skills and personal qualities related to learning and
teaching and broader academic practice. This includes appropriate research and scholarly
activity and the leadership, management and administration of academic provision and
support (HEA, 2005).
2. Induction Program- a systematic analyzed effort (a training package) to assist Newly
Deployed Teachers (NDTs) to adjust to new assignment in the first two years (MoE,
2004).
3. Portfolio- a form of reflection but it is a systematic and organized way of reflection, is
not a sudden activity, it is a regular and continuous process, creates opportunities for
teachers to learn from their own practices and prompts teachers to reflect on their
practices (Seldin, 1991 and Winsor, 1998).
4. Professional Development- -is the body of systematic activities to prepare teachers for
their job, including initial training, induction courses, in-service training, and continuous
professional development within school setting (EU, 2010).
1.8 Organization of the Study
This study was organized in to five chapters. The first chapter deals with the introduction part
which is mainly built with background, statement of the problem, objectives, significance,
delimitation, limitations, operational definitions and organization of the study. The second
chapter covers the review of related literature. The third chapter consists of the research
design and methodology. The forth chapter presents the analysis and interpretation of the
data. The last chapter contains summary, conclusions, and recommendations and different
reference materials. In appendix part, samples of questionnaires, document analysis guide,
structured interview and focus group discussion guiding questions were attached.
9
CHAPTER TWO
REVIEW OF RELATED LITERATURE
2.1 The Concept of Continuous Professional Development (CPD) Program
The concept of CPD in education is often ill-defined, with the separate notions of formal
training and on-the job learning serving to confuse the issue further. The concept of CPD is
defined by different scholars differently. Day (1999:4) defined CPD as:
It is a Professional development consists of all natural learning experiences and

those conscious and planned activities which are intended to be of direct or indirect
benefit to the individual, group or school, which contribute to the quality of
education in the classroom. It is the process by which, alone and with others,
teachers review, renew and extend their commitment as change agents to the moral
purpose of teaching; and by which they acquire and develop critically the
knowledge, skills and emotional intelligence essential to good professional thinking,
planning and practice with children, young people, and colleagues throughout each
phase of their teaching lives.
CPD enhances that the participant’s effectiveness as well as developing new knowledge and
skills. It should not be exclusively about formal courses or qualifications and may involve
development in both technical and non-technical areas. It includes a wide variety of activities
such as open learning private study, work experience and many more. It is therefore no
surprise that research literature relevant to CPD encompassing concepts are needed to create
shared understanding. Evans (2002:128) argued that the absence of a shared understanding as
a problem that reveals as threaten construct validity, difficulties in establishing the
parameters of the field of study, and difficulties in identifying the teacher development
process.
Fraser et al. (2007) listed a number of competing claims for professional development that
are evident in the literature of professional associations such as: lifelong learning for
professionals; a means of personal development; a means of assuring a wary public that
professionals are indeed up-to-date, given the rapid pace of technological advancement; a
means whereby professional associations can verify that the standards of their professionals
are being upheld; a means for employers to garner a competent, adaptable workforce.
10
Bolam (2000) used the term CPD program to mean, training activities engaged by teachers
and principals following their initial certification and intended mainly or exclusively to
improve their professional knowledge skill and attitude. To him, CPD is a series of activities
were given to teachers and other educationalists to make them master in their profession.
Dadds (1997:35), argued that CPD to be a means and a lifelong career of teachers which will
enable them to improve their skills and competency. David (2006:14) stated CPD as an
aspect of In-service Education and Training (INSET). He argued that CPD is concerned with
staff collaboration; strengthen relationships between schools and research institution and
minimizing the gap between pre-service and in-service professional requirements of teachers
where as INSET is a crucial activity not only for CPD but also for overall improvement of
students’ learning, the quality of education and school improvement.
According to MoE (2005:19 and 2009:16), CPD is anything that makes a teacher to be a
better teacher and it continuously develops the skills and capabilities of teachers. It helps
teachers to perform their work efficiently and this in turn improves the quality of education in
general and the quality of teacher in particular.
The definitions were given by above scholars have one critical things in common. They all
agreed in CPD activities mainly concerned with the improvement of schools and Professional
Development (PD) of individual teacher and the school community as a whole and which
help to ensure the quality of education.
One can be aware of from the above concepts that CPD activities are profession life actions
to improve professional competencies and standards. It prepares teachers to manage their
future responsibility because it is a future oriented process. It was considered in this research
as one of the most important pedagogical activities that is used to improve teachers’
effectiveness and enhance school improvement with all its constitute parts. It is also a tool for
educational sectors to ensure the quality of education by empowering teachers, principals,
supervisors, educational experts and officials with new knowledge and skills.
2.2 Historical Development of CPD Program
CPD is a recent phenomenon. According to Nicholas (2001), CPD was formerly known as in-
service education training or INSET. He also stated that CPD was first developed in 1960’s
in Great Britain. According to him, the reason for its development was the reports given by
11
John, Hale and Parry on the quality of teaching and related problems. Accordingly, highly
trained and competent teachers were assigned as mentors to improve teachers’ skills. This in-
service training latter developed as CPD and then it was given to all teachers to update their
skills. Hence, due to a continuing internal and external pressure on the education system,
CPD has emerged and got a wider attention. In support of this idea, Blandford (2000:66)
pointed out the CPD program is demanded due to increasing quality of education and the
need to improve teachers’ skills. As a result, governments’ involvement in the professional
development has increased overtime and the program is now more structured and became
part of government policies and targets.
2.2.1 CPD in Ethiopia
Teachers professional development was not new for Ethiopia, but there was no structured
provision of CPD program for teachers in schools until 2003 (MoE, 2005). The CPD-TESO
program was proposed in 2003 by preparing a draft guideline for the program. The CPD-
TESO program strategies aim to put that structure in place in primary and secondary schools.
In Ethiopia, as indicated in some literatures, it is even a new issue that has not yet got the
attention that is deserved. As indicated in MoE (2005), there might have been some efforts to
upgrade teachers’ professional competence through workshops, seminars and short term
trainings. CPD was introduced in Ethiopia in 2005 with two components; a two year
induction program for Newly Deployed Teachers (NDTs) and giving training for those who
are already in the system where each teacher is expected to complete a minimum of 60 hours
CPD training per year. Many of the ideas education quality and teaching learning are evident
in Ethiopia’s current policies and programs particularly in the overall guidelines for quality of
teacher development in the Teacher Education System Overhaul (TESO) and the in-service
CPD program, both which are natural policies adopted by all of the regional states (MoE,
2005).
As it was clearly indicated in the framework of Continuous Professional Development for

Primary and Secondary School Teachers, Leaders, and Supervisors in Ethiopia developed by
MoE stated that: the Education and Training Policy (ETP) set high standards for teachers and
described a new approach to education. At the heart of this new approach was the promotion
of more active learning, problem solving, and student centered teaching methods. Research
surveys showed that with the expansion of education and large class sizes, teachers still relied
12
largely on teacher centered methods with limited opportunities for CPD. The policy clearly
indicates that emphasis should be given to upgrading and updating both in pre-service and in-
service teachers. It was recognized that teachers were the key to school improvement and
therefore a program of in-service CPD was developed in 2005. A CPD Guideline was
produced outlining the new strategies and courses developed for the induction of newly
deployed teachers and for CPD priority programs (MoE, 2009).
In ETP, MoE clearly indicated the following main points about the training of qualified
teachers. These are: ascertain that teacher trainees have the ability, diligence, professional
interest, and physical and mental fitness appropriate for the profession; create a mechanism
by which employers, training institutions and the Teachers Association participate in the
recruitment of trainees; teacher education and training components will emphasize basic
knowledge and professional code of ethics, Methodology and practical trainings; teachers
will be certified before assigned to teach at any level of education; teachers starting from
kindergarten to higher education will be required to have the necessary teaching
qualification and competency in the media of instruction through pre-service and in-service
training; the criteria for the professional development of teachers will be continuous
education and training, professional ethics and teaching performance; a professional career
structure will be developed in respect to professional development of teachers (MoE, 1994).
Within the framework of the ETP 1994, the government of Ethiopia launched a series
Education Sector Development Programs (ESDPs) in order to improve the quality of
education, relevance, efficiency, equity and expand access of education. To treat these issues
related with teachers’ qualification and in-service teacher education program, the TESO
program was carried out on the basis of TESO report through revision to modernize teacher
education was done. CPD as one aspect of Teacher Development Program (TDP) came to
Ethiopia in 2005 by taking the experience of other countries (MoE, 2005). TDP program
emphasizes on improving the quality of education by designing various teacher support
activities and by modernizing both pre-service and in-service training to teachers.
According to TDP handout, the government has a firm belief that CPD is important to help
teachers to increase their effectiveness and to discipline or weed out incompetent and
unethical teachers. According to (MoE, 2005 and 2009) the aim of CPD is to improve the
quality of education through a CPD program that will develop the skills and professionalism
of teachers at the ground level; to improve the performance of teachers in the classroom in
13
order to raise student achievement and learning. It is a career-long process of improving
knowledge, skills and attitudes, centered on the local context and particularly classroom
practice. All teachers must be actively engaged: in understanding what is meant by good
teaching; in their own learning process; in identifying their own needs; in sharing good
practice with their colleagues; in a wide range of activities, formal and informal that will
bring about improvement of their own practice and the practice of others.
One can understand from above clearly stated ideas about CPD in Ethiopia, CPD is a new
idea and it was mainly designed to improve the performance of teachers in the classroom
which leads to the improvement of students’ achievement. It is directly related to the quality
of education because improving the achievement of students is key issue of quality of
education.
2.2.2 Overview of CPD program in Ethiopian Context
Regarding to CPD program, different researches were conducted by different scholars at

different times. The researchers stated different level of implementation, awareness, benefits,
strengths and weaknesses of CPD in Ethiopian context. Some of their findings were discussed
below.
Hailesellasie (2004) in his study found out that, available CPD opportunities did not involve
majority of teachers in secondary schools; provision of CPD opportunities was from outside
the school plant. The prime responsible bodies in the educational leadership were not
discharging their responsibilities in this respect. Whereas, there was fertile ground for the
implementation of CPD program; teachers had awareness on CPD and also had positive
attitude towards the program.
Gizaw (2006) indicated that, there was experience sharing among departments in the school
and also with neighboring schools; teachers practiced mutual classroom observation,
workshops (in-staff trainings) are common; teachers engaged themselves in the school
pedagogical centers’ work; there were monthly meetings and departmental discussion but
teachers did not do action research at all.
Zenebe (2007) also concluded that there were problems in assigning professional leaders in
the schools to manage CPD program of teachers. Another researcher Afework (2007)
established that, there was lack of awareness on the importance and benefit of CPD program
14
and there were no systematic mechanisms of addressing the major problems of the program.
He also indicated that teachers and principals got involved in monitoring and evaluating the
program.
Yihunie (2008) in his study indicated the following findings: teachers believed the program
helps to improve their competence, but they did not believe it will make them remain in the
profession. In addition to this, Aga (2009) argued that CPD improves classroom
management, sprits of collegial work, transparency among staffs, professional relation which
are the ways to have quality of education.
Similarly, Melkie (2010) also found out the followings: majority of teachers knew the
purposes of teachers’ CPD and perceive the program positively. The facilitators and mentors
did not get any training on how to support teachers in planning, guiding, preparing portfolios,
providing immediate feedback, the support given by the different organizations to implement
CPD at school level is limited, etc. Adding to this, Hussein (2011) pointed out that, teachers’
motivation for and involvement in professional learning activities was very low. He added
that, the few teachers’ professional activities were: private readings, joint lesson planning,
peer observation, and some form of educational discussions.
Abebe (2012) in his study also pointed out the following findings: majority of teachers
positively perceived CPD as a life-long learning process; a means to improve their subject
instructional knowledge; a support to make their work life better; helps to develop self
confidence; a means developing their teaching skills; improves their teaching methods. He
also stated that: majority of teachers argued that, there was no follow up system on the
implementation of CPD in schools; there was no follow up which is carried out by the school
administration and school CPD committee. Similarly, Chemir (2013) confirmed that both
teachers and school leaders perceived CPD as a means to improve the subject and
instructional knowledge but the implementation of CPD program was not linked with schools
wide efforts, to career structure, and the teachers’ performance in the classroom and subject
content.
2.2.3 Policy grounds on Quality of Education and CPD Program in

Ethiopia
The challenges for improving instruction and the need for enhance of students’ achievement
both requires professional knowledge and skills. One of the strategies in addressing these
15
challenges is to enhance pre-service and in-service training of teachers. According to Amare
et.al (2006), the government acknowledges the key role that teachers play in education
quality and places teachers at the core of its quality improvement strategies. This demands to
evaluate different alternatives to design and imp lement suitable teacher professional
development program. Thus the MoE has developed CPD program strategy for improving
teachers’ quality through in-service training program (MoE, 2003).
The Education Sector Development Program (ESDP), which is re-planned in every five
years, was introduced in 1997 as a vehicle for implementing the 1994 ETP, which envisaged
universal primary education by 2015. The ESDP has recognized that the capacity of the
teacher training system needs to be increased in order to provide the qualified teachers
necessary to teach the greatly increased enrolment. It has also identified the need to improve
the quality of teaching force.
In ESDP III, the government attached significant priority to pre-service and in-service teacher
training (MoE, 2005). One of ESDP III key strategies were stated in such a way that; in order
to improve the quality of education, emphasis will be given to improve the academic
qualifications as well as the ethical values of the teaching staff. As parents expect teachers to
be professional role models to their children, efforts will be exerted to have teaching staff that
is well motivated, disciplined and endowed with ethical values.’
Ethiopia has made good progress in addressing educational access in the last two decades;
and currently it has begun working in quality issues. This has been expressed by Aga (2009)
as the Ethiopian government has now shifted its attention from expansion to improving the
quality of education. Quality of education is launched with initiative called ‘General
Education Quality Improvement Package (GEQIP) of 2008. The package consists of six
programs; School Improvement Program (SIP), Teachers Development Program (TDP), the
civic and ethical education improvement program, Management and Administration Program
(MAP), Curriculum, Textbooks and Assessment (CTA) program, and Information and
Communication Technology Development program (ICTDP). Accordingly, as part of
teachers’ PD, CPD program was designed and was put into practice to update teachers with
new outlooks, approaches and policy directions.
Focusing on improving the teaching learning process, with the priorities of introducing active
learning, practicing continuous assessment, and managing large classes; CPD program was
16
developed in a modular approach and introduced on accurate implementation in all primary,
secondary and preparatory schools. The TDP guideline indicates that CPD is a program that
enables teachers be efficient and effective in their teaching life through experience and
continuous learning; improving their professional skill and knowledge ongoing basis and
upgrading their professional level (qualification). CPD has two types; Upgrading professional
level and Updating or improving professional competency.
1. Upgrading professional level program: the process by which teachers can choose to
participate in additional study at appropriate times in their career; e.g. convert a
certificate to a diploma, a diploma to a first degree, a first degree to a master’s degree
through regular, summer, evening or distance programs (MoE, 2007).
2. Updating or improving professional competency program: it is a continuous process
in which every professional teacher participates during their career as a teacher, and
focuses on classroom practices. This we call CPD is made up of two components; the
first one is a two year induction program for NDTs while the second one is for those
who are already in the system where each teacher is expected to complete a minimum
of 60 hours CPD time (MoE, 2005). CPD for in-service teachers has four types;
induction program, higher diploma program (HDP), English language improvement
program (ELIP), and proper CPD (MoE, 2007).
CPD program was developed for in-service teachers that focus on clearly articulated
priorities; providing on-going school based support to classroom teachers; deal with subject
matter content as well as suitable instructional strategies and classroom management
techniques; and create opportunities for teachers to observe experience and try out new
teaching methods. As (MoE, 2009), teachers are expected to develop through their CPD
program the following:
 Professional knowledge and understanding (up-to-date subject matter and

curriculum knowledge, good understanding of classroom pedagogy, etc.);
 Teaching skills (learning plans for students involvement, use of active learning
methods, reflect on classroom practices, etc.);
 Values and attitudes (love of profession, form excellent relationship with colleagues,
strive for learning and self improvement, high expectation for students, etc.);
 Learning environment (maintain an attractive and supportive learning environment,
creating a safe and orderly environment, use of appropriate teaching aids.)
17
It was also indicated in the guideline that, besides the benefits of CPD in improving students’
performance and behavior, it is beneficial for teachers’ career development, licensing,
relicensing, promotion, and so on (MoE, 2007).
2.3 Importance and Objectives of CPD Program

2.3.1 Importance of CPD Program
The Ministry of Education in America has given priority for CPD believing that it is the right
of teachers as well as of a great value for national development (Barrow, et. al., 2006). The
school staff must have the necessary subject professional support to bring about changes in
the classroom. At school level professional development programs should include school
principals, teachers, technical and administrative personnel. The ETP 1994 set standards for
teachers and described a new approach to education. The new approach promotes active
learning, problem solving, and student-centered teaching methods. With the expansion of
education and large class size teachers still rely on the teacher centered methods with limited
opportunities for CPD. In Ethiopia, CPD focuses on improving the teaching-learning process,
with the priorities of introducing active learning, practicing continuous assessment, and
managing large classes.
The future of any country depends on the quality of manpower and technical ability. To have
a qualified manpower with such ability, one time training does not sufficient. In this regard
Fullan (1991) noted the following: if schools are to become responsive in reviewing
institutions that they must participate the teachers in them must be purposefully engaged in
the renewal process.
Moreover, there are also many research evidences on the importance of the continuous
professional development as one of the mainstays in the improvement of teachers’
professional skills. TESO (MoE, 2003) acknowledges that education quality improvement
program involves high quality and continuous professional development programs.
TESO (MoE, 2003) also noted that, the main factors that initiate the needs for teachers CPD
practices are diversification of student culture, rising demand for quality education and work
conditions, varying service deliver reform, expectation of curriculum to serve immediate
needs from various interested groups, students’ inadequacy in social skills and self-
centeredness of adults. On the other hand, Craft (2000) also listed some reasons as to the need
18
for CPD to improve the job performance skills to the whole staff or groups of staff; improve
the job performance skills of individual teacher; extend the experience of an individual
teacher for career development or promotion purposes; develop professional knowledge and
understanding of teachers.
In outlook of all the above facts, somebody undoubtedly understands that continuous
developmental training must be considered as a normal trait of teachers work through their
entire career. Therefore, the success of this practice needs active participation of all
stakeholders such as school principals, teachers, supervisors, officials, experts of the
education sector, and so on.
2.3.2 Objectives of CPD Program
The overall objective of the CPD program is to raise the achievement of students in Ethiopian
schools and higher education institutions. The specific objectives of the CPD are to: support
teacher capacity to teach effectively using appropriate new student-centered and problem-
solving approaches according to the active-learning-based curriculum that was introduced in
1994; improve teachers subject-matter knowledge based on the content of the curriculum and
the teaching approaches which require teachers to engage students in the development of
higher-order thinking skills; help teachers develop more positive attitudes, more cooperative
approaches to their work at the school level, and strengthen professional identity; introduce
the idea of reflective practice and action research through which teachers studied their
practice to improve it; promotes teachers to recognize their work as a professional by
providing new opportunities for growth, exploration, learning and development (Villegas-
Riemers, 2003).
In addition to the above points, according to the IAESB (2008) information paper written
about CPD the objectives of CPD are to:
 Improve the capacity of professionals to develop their technical and scientific

knowledge.
 Improve the personal and ethical capacities of professionals.
 Ensure that professionals fulfill their responsibilities and tasks or duties.
 Allow professionals to improve their performance in their current role and to take on
new roles.
 Improve career prospects with current employers or in current practice.
19
 Support career progression to new employers or to different practices.
2.4 Principles and benefits of effective CPD program
2.4.1 Principles of Effective CPD Program
According Villegas-Reimers (2003) CPD has the following principles.
1. CPD is based on constructivism rather than on a ‘transmission-oriented level’.

2. It is perceived as long-term process as it acknowledges the fact that teacher learns
over time. Regular follow up support is regarded as an indispensable catalyst of the
change process.
3. It is perceived as a process that takes place within a particular context. The most
successful teacher development opportunities are ‘on-the-job learning’ activities such
as study groups, action research and preparation of portfolios.
4. A teacher conceived as a reflective practitioner. The role of professional
development is to aid teachers in building new pedagogical theories and practices and
to help them develop their expertise in the field.
5. Professional development is conceived as a collaborative process.
6. Professional development may look and be very different in diverse settings, and
even within a single setting, it can have a variety of dimensions.
According to MoE (2003), the principles outlined in the Ethiopia context are: there should be
an initial CPD program phase for all teachers to follow. It should focus on areas of identified
needs that are common across the system. Staff development program will be more effective
if all on-going activities are registered or documented, and one key element of CPD will be
the provision of courses related to the levels and status of teachers; the renewal of a
professional teaching license will require the completion of equivalent of stated minimum
number of semester hours of record of their participation in CPD programs. The mentors will
also keep records of all completed activities, classroom observations and meetings held with
teachers.
2.4.2 Benefits of Effective CPD Program
CPD program has different benefits. According to Hailesilassie (2004) and Hussein (2011)
cited different authors stated the following commonly known CPD program benefits.
20
 Improve the quality of education, teachers and students know how to teach and learn
better (pitts,1998);
 Enhances knowledge and skills in teaching and knowledge in subject areas, reinforcing
previous trainings (Lee,2000; Kirk, 2000; MOE, 2004);
 Increases levels of students achievement (Anna, 2000; MOE, 2009);
 Increases teachers’ social status and enhances human relations (MOE, 2004 and 2009);
and
 Fosters collaboration and has motivating features to teachers to fulfill standards (Kirk,
2000).
2.5 CPD-Licensing: The Practicalities
2.5.1 Sequence for Teaching Licenses
According to (MoE, 2004), CPD guideline there are different practices and phases for
licensing of teachers. These are discussed as follows: on successful completion of their pre-
service teacher education program, all teachers are certified and placed accordingly in
schools to begin their teaching careers. To date there has been no systematic support for these
NDTs to enable them to fit well into the teaching profession. However, a new system is being
put in place by which these new teachers will go through an induction program for two years.
After the successful completion of this induction program they will be awarded the initial
license.
The licensing of teachers will have two forms: one will be the initial licensing of beginner
teachers after the completion of the two-year induction period; the second will be re-licensing
of teachers. Re-licensing points will much the intervals in the career structure. That means
that they will occur at the end of each successive transition point; i.e., from junior teacher to
proper (fully-fledged) teacher, to senior teacher and then on to associate lead teacher and lead
teacher levels. Once teachers have reached lead teacher level, they will be required to renew
their licenses every three years.
2.5.2 Levels in the Career Structure
Linking re-licensing to the career structure in this way will provide the licensing system with
teacher levels that are already delineated and are familiar to teachers. There are six levels in
the career structure: beginner, junior, proper (fully-fledged), senior, associate lead and lead
21
teacher levels. At every level teachers will be expected to complete a minimum number of
CPD hours each year (60 hours) (MoE, 2004).
2.5.3 Generic Courses in the Initial
The new ETP was introduced into the education system in 1994. This policy, among other
things, requires the practice of active teaching-learning methods, continuous assessment,
subject integration, action research and self-contained classroom management. However,
there is evidence that the majority of the teachers in the teaching profession have limitations
in employing these practices effectively in their day-to-day classroom work. As a result the
initial phase of the implementation of teacher licensing will require all teachers to complete
three courses in order to receive their teaching licenses. These courses will be more or less
common (generic) to all except the beginner teachers at the induction phase. Each course is
expected to comprise between 30 and 60 hours of learning and could be completed in a
semester of 15 weeks and every teacher will be expected to take these generic courses within
a period of 2 to 3 years. The courses are mentioned below.
Course One: Professional Ethics, Counseling and Mentoring using Active Learning
Methodology. The course will have three parts: in the first part there will be a focus on
Professional Ethics. The second part will consider student counseling and mentoring of
colleagues. These two parts of the course will be constructed using a participatory, student
centered approach and will involve action research. The third part of the course will focus on
the development of active learning approaches.
Course Two: HIV/AIDS and Gender and Methodology. The course will have three parts:
in the first two parts there will be a focus on the issues of HIV/AIDS and gender, considering
how to make an understanding of the facts and implications of them permeate through both
the school curriculum and the ethos of the school these parts of the course will be constructed
using a participatory, student centered approach will involve action research. In the third part
of the course will be an opportunity to develop continuous assessment and planning
approaches to individual subject areas in the context of large class size.
Course three: Rural Development, Civics and Methodology. The course will have three
parts: in the first part there will be a focus in the issues of Rural Development. The second
part will consider civics. These two parts will be constructed using a participatory approach
and involving action research. In the third part of the course particular attention will be paid
22
to the further development of subject methodologies, together with integrating subject areas
in the curriculum and managing a self-contained classroom (MoE, 2004)..
To conclude the above ideas, it is important to train all recognized courses to will be licensed
and well trained knowledgeable and skillful teachers. Enabling of teachers from every school
in the country to take part is used in shaping their own PD. The teachers, the students, the
local communities and the country as a whole will all benefit from the structured provision of
high quality opportunities for CPD.
23
Figure 1: CPD Relations to Teachers’ Career Structure
Pre-Service Training Program
Teachers Career Structure

CPD Program
Induction Course Program (Course)

Beginner Teacher
License
Junior Teacher Completing courses and other activities

Related to junior teacher level
Re-license
Completing courses and other activities
Proper
S Teacher Related to Proper teacher level
Re-license

Senior Teacher Related to senior teacher level
Re-license
Related to Associate Lead teacher level
Associate Lead Teacher
Re-license
Lead Teacher Related Lead teacher level
Re-license (every 3 years)
Source: Adapted from CPD for School Teachers (A Guide Line), MOE (2004:11)
The above figure indicates that there is the direct relationship between CPD training and
teachers’ career structure. The teachers should train induction courses and CPD to promote
from one career structure to another.
24
2.6 Practices for Effective Implementation of CPD Program
Implementation is the vital phase in any type of CPD activity. Yaekob (2009) indicated that,
careful planning, open communication, cooperation among implementers and support
obtained from different directions are important factors that need to be considered in
implementing CPD program. This is because CPD is continuously being viewed as a means
of improving learner performance and the production of required skills. Effective
professional development may have a positive effect on teacher knowledge and motivation as
well as in improving students’ learning. However, the general acceptance of professional
development as essential to improvement in education, literature has consistently pointed out
the ineffectiveness of most programs (Clarke and Hollingsworth’s, 2002; Cohen and Hill,
1998; Kennedy, 1998 cited in Elizabeth 2011).
Guskey (2002) elaborates that CPD program that fail do not take into account what motivates
teachers to engage in professional development, and the process by which change in teachers
typically occurs. According to him, what attracts teachers to PD is their belief that it will
expand their knowledge and skills, contribute to their growth, and enhance their effectiveness
with students. He further urges CPD program implementers, apart from looking into the
motivational factors, to also consider the process of change for teachers. PD activities
frequently are designed to initiate change in the classroom practices of teachers, change in the
learning outcomes of students and change in teachers’ attitudes and beliefs.
WestEd (2002), describes an effective professional development program as one that: focuses
on teachers as central to student learning, yet includes all other members of the school
community; focuses on individual, collegial, and organizational improvement; respects and
nurtures the intellectual and leadership capacity of teachers, principals, and others in the
school community; reflects best available research and practice in teaching, learning, and
leadership; enables teachers to develop further expertise in subject content, teaching
strategies, uses of technologies, and other essential elements in teaching to high standards and
Promotes the continuous inquiry and improvement embedded in the daily life of schools.
From the discussion above on best practices for conducting CPD program for teachers, the
researcher concurs with Kerr’s (1997) summary on what the literature on teachers' CPD
suggests about "best practices" that should likely be incorporated in the program. Briefly,
Kerr highlighted the following points: the necessity of treating in-service professional growth
25
as a process that continues over time and that needs regular and long-term support; the value
of encouraging teachers to work in groups and to form professional networks to exchange
information about their school and their work. This gives teachers the confidence to risk
change in their classroom practices and the value to teachers of having opportunities to
carefully reflect on their practice, and of their being given the chance and the encouragement
to do so.
2.7 Characteristics of Effective CPD Program
According to research stated in the MoE (2009), the most effective school CPD has the
following characteristics:
 A broad definition that aims at improving the teacher’s performance in the classroom. It
covers a wide range of activities, both formal and informal;
 It is based on classroom practice. CPD needs to be conducted in school settings and
linked to school wide efforts;
 It deals with subject content and teaching strategies;
 It has clear procedures for identifying and aligning training needs. Institutions must
have a clear structure for identifying priorities of CPD;
 It recognizes the importance of informal systems within institutions and the locally
available resources; CPD activities model the processes which are being learned.
Because CPD particularly in developing countries, is often concerned with introducing
new behavior and attitudes often radically different from previous experience, then its
activities must clearly reflect this. Teachers learn more effectively through active
learning and learning by doing than through lectures and direction. Thus active
learning, participation and involvement must be part of the CPD process if these are the
intended principles; there is clear local educational leadership. The role of the
institution’s leadership is crucial. Institution leaders have to recognize themselves as
educational leaders and must be involved in the identification of the institutional CPD
needs and the planning of activities. Leaders must also be involved in the CPD
activities, and conduct formal professional discussions with staff.
Desimone (2009) also highlighted some characteristics of PD that are critical to increasing
teacher knowledge, skills and improving their practices, and which hold promise for
26
increasing student achievement. She identified them as content focus, active learning,
coherence, duration, and collective participation. These characteristics were discussed below.
 Content focus: The content focus of teacher learning may be the most influential
feature. A compilation of evidence in the past decade points to the link between
activities that focus on subject matter content and how students learn that content and
increases in teacher knowledge and skills, improvements in practice.
 Active learning: Active learning, as opposed to passive learning typically characterized
by listening to a lecture, can take a number of forms, including observing expert
teachers or being observed, followed by interactive feedback and discussion; reviewing
student work in the topic areas being covered; and leading discussions.
 Coherence is the extent to which teacher learning is consistent with teachers’
knowledge and beliefs. The consistency of school, district, and state reforms and
policies with what is taught in professional development is another important aspect of
coherence.
 Duration: Research shows that intellectual and pedagogical change requires
professional development activities to be of sufficient duration, including both span of
time over which the activity is spread and the number of hours spent in the activity
 Collective participation: Another critical feature is collective participation. This
feature can be accomplished through participation of teachers from the same school,
grade, or department. Such arrangements set up potential interaction and discourse,
which can be a powerful form of teacher learning.
From the viewpoint of all above mentioned characteristics of effective CPD, someone can
understand that effective CPD program is energetic and integrated. The programs deal with
needs of individual teachers and the support needed for teachers to carry out activities.
Active learning, participation and involvement must be part of CPD program and leaders of
educational institutions must be involved in the identification of CPD needs and planning of
activities.
2.8 Models of CPD Program
There are different models of CPD. According to Lieberman and Wood (2002) CPD was
classified into three models: direct teaching (such as courses, workshops, and so on);
learning in school (such as peer coaching, critical friendships, mentoring, action research,
27
and task-related planning teams); and out of school (such as learning networks, visits to other
schools, school-university partnerships, and so on).
Kennedy (2005) also described nine models of CPD, which were outlined below.
1. Training- focuses on skills, with expert delivery, and little practical focus.
2. Award Bearing– usually in conjunction with a higher education institution, this
brings the worrying discourse on the irrelevance of academia to the fore.
3. Deficit- this looks at addressing shortcomings in an individual teacher, it tends to be
individually tailored, but may not be good for confidence and is unsupportive of the
development of a collective knowledge base within the school.
4. Cascade– this is relatively cheap in terms of resources, but there are issues
surrounding the loss of a collaborative element in the original learning.
5. Standards Based– this assumes that there is a system of effective teaching, and is
not flexible in terms of teacher learning. It can be useful for developing a common
language but may be very narrow and limiting.
6. Coaching/Mentoring– the development of a non-threatening relationship can
encourage discussion, but a coach or mentor needs good communication skills.
7. Community of Practice– these may inhibit active and creative innovation of
practice, although they have the potential to work well through combining the
knowledge bases of members.
8. Action Research– This is relevant to the classroom, and enables teachers to
experiment with different practices, especially if the action research is collaborative.
9. Transformative– the integration of several different types of the previous models,
with a strong awareness and control of whose agenda is being addressed.
In Ethiopian context, direct teaching, learning in school, out of school learning, training,
coaching/mentoring, community of practice and action research are mostly practicing models
of CPD.
2.9 The Impact of CPD Program on Teachers Teaching and Students

Learning
Teachers often cite the need for CPD to be useful, relevant and appropriate if they are to take
valuable time out of their classrooms. However, the impact of CPD is rarely assessed over the
long term, and is often based on self-reports by teachers of the CPD experience itself, rather
28
than the outcomes. Evaluation does not tend to differentiate between the different purposes of
CPD, and take account of the intended outcome. An emphasis on the purpose of CPD before
any activities take place may enhance the CPD experience, and improve both individual and
school-level outcomes (Harland and Kinder, 1997). They described an inter-relationship
between teacher, pupil and school outcomes, and suggested that CPD can meet the needs of
all of these, so long as there is an awareness of those needs throughout the CPD process.
Teacher learning plays in making the connection between theory and practice, and in
improving education quality by recognizing and supporting the role of teachers as
professionals capable of making sound decisions regarding classroom instruction and student
learning. Similarly it is expressed in EU (2010) that, teacher’s CPD is a process, not an event.
It involves change over time and is achieved in stages. The stages are related to teachers’
experience gained in instructional and management practices over their career.
Clegg (2003) has asserted that, when teachers are actively involved and empowered in the
reform of their own schools, curriculum development, pedagogy, and classroom activities
they are dramatically changing their teaching behavior, the classroom environment, and
improving the achievement of their students. Improved support for teachers’ PD is vital
during emergency, chronic crisis and early reconstruction contexts as teachers can have a
significant impact on their students’ well-being. Conversely she added that when teachers are
ignored, or when reforms come from above or are not connected to the daily realities of the
classroom and local environment, even the most expensive and well designed interventions
are almost guaranteed to fail.
The researcher also argues that, when teachers are involved in making decisions about change
that affect them, enjoy being around students, have the skills to impart appropriate knowledge
and manage their classroom and understand their role in the broader community, they usually
are highly motivated and their students’ achievement tends to rise. These elements are usually
developed over time and with practice.
Getachew (2010) indicated that, a school does not change until individual teacher within the
school successfully implements the change. Therefore, at the teacher’s level the degree of
change and success of school programs is strongly related to the extent to strengthen internal
school conditions to promote teachers’ PD is considered an important pre-requisite for
addressing a continuous stream of changes in their environments.
29
By participating in a variety of professional activities within the school context, teachers
stimulate both their own PD and the development of the school and thus make a significant
contribution to improving educational practice. In this sense, teachers acquire new
knowledge, skills and values which will improve the service they provide to clients, and take
the responsibility for the acquiring of new knowledge and skills (EU, 2010).
In considering the quality of teaching and students’ high achievement, it must begin at the
teacher level by providing teachers the opportunity to be involved in PD. Bradley et.al (1994)
argued that, there is a strong association between school performance and teachers’ CPD. The
school in which performed PD activities highly had strong professional development of
teachers while the less performed schools the vice versa is true.
From the above mentioned researchers and authors we can conclude the teachers’ CPD
program plays an important role in improving teachers’ knowledge, skills, and teaching
methods which has an influence on students’ learning and academic achievement.
2.10 Professional Development Portfolio (PDP)
According to MoE (2004), a portfolio is a set of recorded materials that shows what an
individual teacher has done, knows and can do. Portfolios can be used to document growth
and development as a final means of assessing talents, skills and abilities of teachers and also
to show teachers’ growth and development over the time. It allows teachers to personalize
their learning experiences in a format that allows for an opportunity to reflect on their
program of CPD and demonstrate the knowledge and skills necessary for licensing
recommendation. In addition, it can be the basis for teachers’ PD when assigned as new
teachers or when progressing through the career structure. To facilitate the presentation of
evidence, teaches will maintain personal portfolios in which they will write their learning
experience arising from the CPD program activities. The portfolios will form the major
concerning or linking device for the ‘Continuous’ part of CPD. PDP is an assemble
professionals, lesson plans, students work, reflective writing and other materials that are used
to prepare for teaching or are used directly in the classroom (Day, 1999). From this definition
it is possible to depict that portfolio involves a critical self-reflection on one’s owner career
and this makes it to be different from daily or record of achievements.
According to MoE (2009), each teacher is required to keep a portfolio of CPD activities. The
portfolio should include the following: individual Curriculum Vitae (CV) (personal and
30
professional data and qualifications), individual CPD Action Plans; evidence of all the CPD
activities which have been undertaken by the individual teacher in the last three years;
feedback from mentors/facilitators, teacher’s self-reflections on progress; annual appraisal
reports; record of Professional Competencies achieved; other evidence of personal
development activities undertaken, e.g. upgrading, summer; school programs that are not a
part of the mandatory sixty hours; examples of examination results with an analysis;
examples of lesson plans with evaluations.
In supporting the above idea it was stated in MoE (2007) about portfolio i.e., portfolio can
give teachers a purpose and framework for presenting and starting their work, provide
occasions for mentoring and collegial interactions and stimulate teachers to reflect on their
own framework and on the act of teaching.
From the above details about PDP, someone can understand it is an important issue for
documentation of CPD program implementation in the schools. It is a starting point for
someone to assess the implementation of CPD. So, it is mandatory for principals, vice
principals, school CPD team coordinators and teachers to develop their own portfolio and the
supervisors and Woreda TDP coordinators should follow up its progress.
2.11 The CPD cycle
According to MoE (2009), the CPD Cycle is a carefully planned response to identified
development needs. It has a continuous cycle in which institutions and individuals should
continuously be aspiring to improve and therefore create better learning and achievement by
all. At each level individual, group, institution, Woreda, Zone, Region, and National the CPD
cycle is similar. The CPD cycle is shown in the following figure below.
31
Figure 2: The CPD cycle adapted from MOE (2009:19)
The components of the CPD cycle are: analyze, plan, do, evaluate and review were explained
in details here under.
2.11.1 The CPD Cycle – “Analyze”
The CPD program is carried out in order to address the learning or development need of an
individual, groups of individuals or an identified need of institution. Therefore, the CPD
“Analyze” cycle is the stage where need is identified by a process of needs analysis or
review.
2.11.2 The CPD Cycle – “Plan”
Once the development need has been identified, a program is specifically designed to meet
that need can be prepared. The CPD Plan should be developed in two ways. That is institution
and individual planning.
2.11.2.1 Institution planning: Each institution should develop Annual CPD Plans. This
is done by prioritizing the issues identified by the analysis process. Three main
priorities are recommended for each academic year. It is more effective to
concentrate on fewer priorities and cover them well. Once the priorities are
selected, the Annual CPD Plan should be completed. This document should
describe each priority, identify the desired outcomes, say who is responsible for
32
leading it, and how long it will take. A program for each priority should then be
written, which details events and timings.
2.11.2.2 Individual planning: Individual CPD Plans should also be developed annually.
Some priorities for individuals will come from their institution’s priorities. Some
will be issues identified by the individuals themselves. An individual teacher’s
Annual CPD Action Plan should be kept in their Teacher’s Professional Portfolio,
and used as a guide to the type of information and evidence collected during the
year.
2.11.3 The CPD Cycle – “Do”
The CPD “Do” cycle is the stage where the planned CPD program is put in to practice.
Participating in CPD can involve formal and informal sessions. It is essential that these
sessions are linked together to form a coherent program. The methods and activities chosen
should be appropriate to the needs identified.
Some CPD methods which have successfully been used to facilitate professional
development are: curriculum meetings; demonstration lessons; planning lessons together;
peer observation; observation of lessons and feedback; observation of students in lessons;
talking to students; assessment of students’ work before and after the CPD activity; marking
of students’ work, giving feedback and advice for development; shadowing a teacher; action
research; professional reading and research; visiting schools and teachers to see examples of
good practice; sharing/showing good practice within your school; maintaining your
professional portfolio; team teaching; workshops; visiting experts; mentoring; discussion
meetings.
2.11.4 The CPD Cycle – “Evaluate”
Reviewing and evaluating the effectiveness of CPD is an essential part of the cycle.
Ultimately CPD is carried out to help students to become better learners, so it is important to
judge whether each CPD program is effective in doing that.
The CPD Action Plans, whether institutional or individual, should identify desired outcomes
for each priority. These outcomes become the focus for review and evaluation. When a
program is written, times for reviewing how the program is progressing should also be
planned.
33
Review could take place: Review’ means reflecting on what you are doing and deciding
whether it is working well or not. If it is working well you can continue with your plan. If it is
not, you need to decide what changes to make to achieve your objectives. This is why
‘review’ appears at the heart of the diagram. It is something you do all the time. During an
individual’s work, e.g. in a lesson or in planning time; during, or at the end of a group
activity, e.g. a workshop or a staff meeting; during a regular monthly meeting of the CPD
committee; at the end of the CPD program; as a planned part of a specific program, e.g. at the
end of each module of the Higher Diploma Program.
At the end of the program, an evaluation should be conducted. The process of evaluation
should: celebrate success; measure whether desired outcomes have been achieved; identify
additional unplanned outcomes; identify less successful aspects of the program; inform future
CPD needs at individual and institution level.
As it is indicated above, CPD program has a continuous cycle. According to the new CPD
framework and toolkit documents (MoE, 2009), the CPD is a developmental program that
moves in a cyclical path anchored at four stages namely: Analyze→Plan→Do→Evaluate.
Therefore, it necessary to put all CPD cycles into practice.
2.12 Principals’ and Teachers’ Perceptions and beliefs on the CPD

program
Teachers and principals are the key CPD implementers in schools. If the teachers’ and
principals’ views on the importance of CPD for teaching methods, teaching competence,
excellence and development of whole school growth are positive and show high interest to
take action in identifying CPD needs, planning and implementation, then that will play great
part in enhancing effective learning and teaching process in the classroom while if it is
negative the vice versa is true.
In the classroom teacher has an immediate, overwhelming influence on the day-to-day details
of curriculum implementation. When the teacher is left relatively free to modify, adapt,
experiment, motivate and improve his/her profession, and participate in the curriculum
development; there is effective teaching and learning in the classroom. Therefore, CPD based
on the teachers’ individual beliefs and perceptions related to their teaching, learning, and the
instructional environment is more effective.
34
The literatures describe that principals and teachers have different perceptions and beliefs on
CPD and their participation. Both principals and teachers perceptions provide valid
information on the variables of CPD implementation and participation. Villegas-Reimers
(2003) suggests that, a new perspective of PD should be based on constructivism; perceived
as a long-term process; perceived as a process that takes place within a particular context;
intimately linked to school reform; conceived as a collaborative process; and very different in
diverse settings.
UNESCO (2006) stated that, different literatures in education quality indicates a strong link
between teachers PD and quality; especially in the areas of teachers’ belief and practices,
students’ learning and implementation of educational reforms. It is what teachers think, what
teachers believe and what they do at the level of the classroom that ultimately shapes the kind
of learning.
Consequently, teachers’ beliefs and attitudes are those affective stances and cognitive models
that teachers possess with respect of teaching, learning, knowledge, their teaching
environment, and so on. This emphasizes that much has to be done on awareness creation to
improve classroom practice and on how to transform good practice from CPD activities to
classroom. According to different research reports in Ewunetu (2009), a better understanding
of teachers’ belief system or conceptual base with significantly contribute to enhancing CPD
program effectiveness.
2.13 Evaluation of Teachers’ CPD Program
According to Blandford (2000), the arrangements and evaluation of the impact of CPD
program is quite significant in Great Britain primary schools. He advised that, educational
institutions should consider how to monitor in-service training programs more closely and
systematically and how they might evaluate the programs to determine their impact on
improving subject teaching and raising the standards of pupils’ achievement; his
recommendations reflects, the conviction that the CPD program will be successful only with
effective monitoring, evaluation and review procedures. This shows that evaluation of CPD is
not only important but also is necessary to check their effectiveness and to achieve the
desired result successfully.
35
Evaluating training and development programs is one of the significant managerial functions.
Evaluation of CPD program like other training programs is paramount importance to identify
the program’s weakness and strength. Furthermore, it helps to find out what knowledge,
skills, ability and attitudes yield from the training programs Hailesellasie (2004).
In Ethiopia context, TESO (MoE, 2003) definitely expresses that to avoid the current tragic
wastage of resources; planning, monitoring and evaluating the effectiveness of educational
training programs is of crucial importance. Therefore, using the proper evaluation
mechanisms to evaluate teachers CPD activities is one determinants factor on the success of
CPD progress. Those mechanisms should be used to evaluate CPD activities only when they
are relevant to the objectives and complexity of the situation and then it should bring positive
impact for further improvement.
2.14 Duties and Responsibilities of Stakeholders on the CPD Program
According to (MoE, 2004 and 2009), CPD is important for every teacher because initial
education and training is short and does not always remain relevant. Teachers need to be
made aware new developments within their profession on a regular basis. To achieve this
comprehensive and coordinated approach needs to be established between all those
stakeholders operating on the education sector. Therefore, a collaborative mechanism needs
to be evolved among the Federal and Regional Education offices at the various levels, TEIs,
teachers (NDTs and Licensed), school leaders, clusters, mentors, Woreda and Sub-city
Education Offices, Region Education Bureaus/Zones, and the MoE. The duties and
responsibilities of all those involved were detailed below.
2.14.1 Newly Deployed Teachers (NDTs)
The new CPD strategy provides a two year induction course which all NDTs must follow and
complete satisfactory in order to gain their license to be a junior teacher.
The main duties and responsibilities of NDTs are to:
 Prepare a personal plan action to complete the induction program in consultation

with their designated mentor.
 Demonstrate increased competence as they work through the program to fulfill the
requirements.
36
 Keep and produce a portfolio of evidence to demonstrate the completion of the
program.
2.14.2 Licensed Teachers
To meet the criteria for re-licensing, teachers must be active in pursuing their own
development.
The main duties and responsibilities of Licensed Teachers are:
 Based on the set criteria and standards for judging satisfactory attainments,
identifying individual development needs, seeking to address them through
various means (individual study, group discussion, private courses, etc.), and
preparing a personal plan of action, to be approved by their school director.
 Engaging in their own Continuous Professional Development throughout their
careers
 In consultation with others (e.g. mentor, supervisor), identifying personal CPD
needs in the light of the institution’s Annual CPD Plan and individual Professional
Competencies.
 Working collaboratively with colleagues to improve teaching and learning.
 Carrying out 60 hrs CPD each year.
 Putting CPD into practice in the classroom.
 Being committed to supporting the wider CPD needs of their institution.
 Maintaining a Professional Portfolio to record all their CPD and other professional
activities.
 Demonstrating competence by participating in formally organized and self
initiated activities that make a difference to their professional practices and enable
them to renew their license to teach.
 Keeping a portfolio containing their CV and detailing CPD activities to be an
ongoing record of individual development.
2.14.3 School Leaders
Beyond having a supportive attitude and creating an atmosphere where there is a love of
learning, school leaders must enable the implementation of the new CPD strategy through
their planning and management. CPD activities should become an integral part of the
school’s annual calendar. Identifying the development needs of each teacher and the school
37
staff as a whole, planning and arranging CPD opportunities, monitoring progress and
evaluating performance, should be undertaken by school leaders.
The main duties and responsibilities of school leaders are:
 Identifying individual and school priorities for professional development.

 Setting annual targets for teachers’ professional development at school in accordance
with the identified individual needs and national priorities.
 Ensuring that learning and student achievement is inclusive, and at the centre of
strategic planning and resource management.
 Creating a CPD management strategy within the institution.
 Ensuring that an effective CPD needs analysis is carried out each year.
 Identifying issues for consideration as CPD priorities. together with colleagues,
 Plan, organize, budget, manage and supervise CPD program at school level.
 Facilitate particular CPD opportunities for female teachers.
 Ensuring that the institution/department/faculty produces an Annual CPD Plan.
 Regularly monitoring the effectiveness of the changes to teaching and learning.
 Ensuring the quality of engagement of teachers in CPD activities, monitoring and
assessing the content of individual Professional Portfolios and giving constructive
feedback.
 Collaborating with other local institutional leaders to facilitate effective responses to
shared CPD issues.
 Collaborating with Woreda, Zone and REB professionals to ensure that national and
regional CPD priorities are addressed in institutional CPD planning.
 Taking part in regional and national CPD activities which ensure that their own
knowledge and experience is up-to-date.
 Ensuring that all teachers in schools take part in sixty hours of CPD activities each
year.
 Keeping linkage with education offices, cluster centers, TEIs and NGOs to provide
further CPD opportunities for teachers.
38
2.14.4 Mentors
The mentors are the most important professionals who will make the CPD and licensing/re-
licensing of teachers materialize. For this to happen, school leaders should make careful
selection and assignment of them.
The main duties and responsibilities of Mentors are to:
 Plan the CPD program with the teacher they mentor.

 Provide continuous professional and emotional/personal support to these teachers.
 Evaluate activities/assignments done by teachers and monitor progress and quality
improvements made by teachers in the classroom as indicated in the program.
 Discuss and keep records (portfolios) of all completed activities, classroom
observations and meetings held with teachers, have them signed by themselves and
the teachers make them available to principals and supervisors when required.
 Submit assessment reports to school leaders (principals) at the end of each semester.
2.14.5 School clusters
The main duties and responsibilities of school clusters are:
 Establishing and supporting the Cluster CPD Committee.

 Managing and coordinating CPD activities within the cluster.
 Collating and sharing individual school CPD plans.
 Supporting, as appropriate, the Annual School CPD plans.
 Supporting Teachers’ Professional Portfolio development providing opportunities for
collaboration and the sharing of good practice within the cluster e.g. samples of good
lessons, effective teaching strategies, innovative use of readily available materials for
practical lessons, etc.
 Making available resources for cluster schools to use in the classroom.
 Providing training opportunities as appropriate.
 Supporting the delivery of the Induction program for Newly Deployed Teachers.
 Supporting inclusive education.
 Reporting annually to the Woreda on cluster CPD activities.
 Maintaining an effective communication system between all the schools
39
2.14.6 Woreda and Sub-City Education Offices
The new guideline for management and organization has empowered Woredas and Sub-cities
Education offices to carry out the major educational activities. It has enabled them to address
educational problems in their localities. Parts of these responsibilities have reference to CPD
and their support is vital for the successful implementation of the new strategy.
The main duties and responsibilities of Woreda and Sub-City Education Offices are:
 Producing local CPD plans annually.

 Ensuring that all schools have annual CPD plans.
 Monitoring and evaluating the CPD activities of schools.
 Collecting data about CPD activities in the woreda/sub-city.
 Collecting data of individuals’ and schools’ participation in CPD.
 Providing support and training to clusters and schools via the supervisors.
 Raising awareness of and promoting inclusive education in all schools.
 Collaborating with school directors to administer the ‘Induction’ CPD process and to
moderate the judgments on passing/failing.
 Providing support and advice on the maintenance of professional portfolios.
 Overseeing and facilitating the work of clusters and kebeles in their support of the
CPD effort.
2.14.7 Teachers Education Institutions
The TEIs are going to have increasing links with schools. Apart from conducting pre-service
teacher education and undertaking research, the new practicum arrangements will necessitate
stronger and more frequent links with schools. The new CPD strategy will also benefit from
the support of TEIs. The TEIs will need to create links with relevant stakeholders to support
the induction of the NDTs and the ongoing CPD program of other teachers working at the
schools in their vicinity.
The main duties and responsibilities of Teachers Education Institutions are:
 Link with school leaders and supervisors to support the implementation of induction
packages for the NDTs.
40
 Link with schools, school supervisors and cluster centers to support the
implementation of CPD program.
 Provide professional support to the CPD program for teachers.
 Develop CPD packages for locally identified needs.
 Provide findings of research to schools, school supervisors and cluster centers.
 Provide reports and examples of good practice to schools, school supervisors and
cluster centers.
2.14.8 Regional Education Bureaus/Zones
The CPD program of teachers is recognized as one of the key factors contributing to the
improvement of quality of education. The REBs are expected to show their commitment to
raising the standard of education by making great efforts to have high quality CPD program
for teachers in their respective regions. They must work in partnership with the MOE towards
achieving this goal, assist and encourage the TEIs, School cluster centers, and schools, who
in turn will support teachers following CPD program. All should work together to improve
the quality of the professional performance of teachers.
The main duties and responsibilities of Regional Education Bureaus/Zones are:
 Analyzing and identifying regional priorities, production of materials and delivering

training to implement them.
 Sharing information with all stakeholders.
 Producing and circulating regional CPD plans annually.
 Appointing a responsible person for CPD.
 Allocating the resources needed to implement the regional CPD program including
the development of Teachers’ Professional Portfolios.
 Ensuring that resources are written in the language that teachers will understand best,
with high quality translation, produced in sufficient quantities (minimum ratio of 1
booklet to twenty teachers) and distributed throughout the region.
 Monitoring and Evaluating the CPD program regionally and producing an annual
report which should be submitted to the Process for Teachers and Leaders
Development, Ministry of Education.
 Raising awareness of and promoting inclusive education throughout the region
through CPD.
41
 Overseeing and facilitating the work of CTEs in their support of the CPD effort.
 Giving support to Woredas, Zones and Sub cities within the region.
 Compiling Educational Management Information System (EMIS) CPD statistics for
the region and submitting them annually to the MOE.
2.14.9 The Ministry of Education
One key area in national drive for quality of education is the focus on the CPD program for
teachers in schools. It is very important for MOE to take all possible steps to work in
partnership with the REBs and other stakeholders to ensure high quality CPD program for all
teachers in the country.
The main duties and responsibilities of MoE are:
 Analyzing and identifying national priorities, production of materials and organizing

training to implement them.
 Producing and circulating national CPD plans annually.
 Raising awareness of the need for Continuous Professional Development.
 Designing, implementing and reviewing the National Framework for CPD.
 Monitoring and evaluating the CPD program nationally and producing an annual
report.
 Producing support materials to be used throughout the Federal Republic.
 Helping to increase capacity by training trainers.
 Raising awareness of and promoting inclusive education through CPD.
 Producing an Annual CPD Plan for employees of the MOE.
The duties and responsibilities of stakeholders were clearly indicated to implement CPD
program effectively. The effective implementation of CPD program plays a key role in the
quality of education which directly related with improving the achievement of students. It is a
burning issue putting the CPD program into practice. Therefore, stakeholders should practice
their duties and responsibilities to achieve the desired goal of CPD program.
2.15 Factors affecting the implementation of CPD
As there are factors supporting or enhancing the implementation of CPD program, also there
are factors affecting or hindering the effectiveness of CPD program. In addition to individual
42
factors; school program and system also influence teachers’ professional learning and change
either by hindering or supporting it. According to Smith and Gillespie (2007), the system
factors are school leadership, coherence between school reforms adopted and individual
professional development of teachers in that school, collegiality within the school, teachers’
working conditions, and etc.
During the early implementation of CPD, there were great challenges from the teachers as it
was the first time to be exercised in the schools. Ewunetu (2009) in his study on teachers’
perceptions and practices on school based continuous professional development (SBCPD) in
Jimma Zone indicated that SBCPD management is perceived as top down and doubtful, and
difficult in all cases and all participants face challenges due to lack of supervision and
support. They were complaining that, the contents in the course books were not relevant to
their school situations.
MoE (2005) also recognized that, “lack of teachers’ commitment, school initiatives, trainers’;
capacity problems, and lack of supervisory support from the concerned bodies were among
the various implementation problems while CPD was practiced.”
In Ethiopia context as stated in TESO, the implementation of CPD program was influenced
by: lack of motivation, application and training opportunities; the geographical features of
many regions and the resulting problems of access to transport and communication; the
Woreda personnel available to plan, manage and monitor the program is not sufficient; lack
of expertise and quality knowledge in school administrative position; and the severely
restricted availability resources to sustain the program (MoE, 2003).
Different scholars suggest different prevailing conditions as hindrance to CPD program

implementation. According to Day (1991) cited in Craft (1996), factors contributing to the
quality of professional learning can be divided in to two areas: the personal and the school
factors. The personal factors will influence the individuals learning attitudes and value
preferences whereas the school factors are related to the school culture influences on
provision of professional learning.
According to Molley (1993) cited in Bradley et.al (1994), contextual factors which affect
CPD program may include: the extent to which individual and institutional needs are each
recognized as important issues; the extent to which the staff as a whole feels it has control
43
over the way in which the school moves forward; whether the program is against the belief,
experience and practice of teachers and the question on staff experience.
It can be generalized that, to implement CPD program effectively the following things are
required: critical evaluation of the quality of educational planning at desired level, a radical
re-thinking of the organization and management of current CPD program offered to teachers,
the allocation of both human and material resources are necessary for the program and
orientation about the program to all participants and support mechanisms from stakeholders
and authorities (MoE, 2003).
2.16 Summary of Review Related literature
In the review of related literature, the concept, the importance and objectives, principles and
benefits of CPD program, CPD-licensing, practices for effective implementation of CPD
program, characteristics of effective CPD program, models of CPD program, the impact of
CPD program on teachers teaching and students learning, professional development portfolio,
the CPD cycle were treated sequentially. Principals’ and teachers’ perceptions and beliefs on
the CPD program, evaluations of CPD program, duties and responsibilities of stakeholders on
the CPD program, and factors affecting the implementation of CPD program were also
discussed successively.
44
CHAPTER THREE
RESEARCH DESIGN AND METHODOLOGY
Under this section, the research method, source of data, sampling techniques, instrument for
data collection, procedures of data collection, data analysis method and description of
research sites were treated sequentially.
3.1 Research Design
The descriptive survey design was employed in this study on the ground that it is helpful to
obtain reliable and relevant information from a variety of groups on the actual
implementation of the issue under investigation. According to Best and Kahn (2006),
descriptive research design helps to describe and interpret the current condition. By using this
type of research method, the researcher attempted to gather data about the past experience,
recent status, and other internal and external factors that contributed to the existing problems.
3.2 Methodology
For this study mixed (quantitative and qualitative) methods were employed. Because mixed
research method is convenient for social and human science as a distinct research, which is
used to cover a basic deficiencies and description of the study (Creswell, 2009). Gaey, et al.
(2009) also indicated that using mixed research method neutralizes or cancels the biases of
any single method, and it is used as a means for seeking convergence and integrating
qualitative and quantitative data. QUAN-Qual (Quantitative-qualitative) Model was used; i.e.
quantitative data were collected first and more heavily weighted. The first to be read or the
capitalized abbreviation is the dominant perspective and is weighted more heavily.
3.3 Sources of Data
Both primary and secondary sources of data were used in this study.
3.3.1 Primary sources of data
The primary data sources were school leaders (principals and vice-principals), Town
Administration education unit, school CPD and Woreda/Town education office TDP
coordinators, supervisors and teachers.
45
3.3.2 Secondary sources of data
Secondary sources of data include different available written documents; such as, published
and unpublished CPD documents or materials and reports in MoE, SNNPREB, and
report/document review on Dawuro Zone education department, and books written on the
issues of CPD.
3.4 Target population, Sampling Techniques and Sample
According to Dawuro Zone Education Department first quarter of 2013 report, there were 5
(five) Woredas, one Town Administration, 8 secondary and preparatory schools (9-12) in the
Zone. In these schools, 231 male and 23 female a total of 254 teachers, 8 supervisors, 8
principals, and 16 vice principals were engaged in the teaching-learning process. In order to
make the research more manageable, the research was conducted in four Woredas, one Town
Administration and five secondary and preparatory schools of the Zone. The remaining three
schools namely, Loma Bale, Isera and Kechi were deliberately excluded with the reason that
Loma Bale and Kechi have started preparatory class in 2013; whereas Isera secondary and
preparatory school is too far from the capital Town of Dawuro Zone. To select sample
Woredas, Town and schools the researcher used purposive sampling technique. It was used
because the researcher has previous knowledge and information and he hoped that he could
get sufficient information for his study from sampled Woredas, Town and schools. In
addition to this, as it was indicated in the annual report of Dawuro Zone Education
Department, the sampled Woreda, Town and schools have both discouraging and
encouraging factors regarding the implementation of CPD program. The sampled schools
were: Gesa Delba, Karawo, Tarcha, Tocha, and Waka and that of Woredas/Town were: Gena
Bossa, Loma, Mareka, Tocha and Tarcha Town.
Regarding respondents, school leaders (principals and vice principals), supervisors, school
CPD team coordinators and Woreda/Town education office expert were selected by
availability sampling technique. In addition to this, out of 166 teachers in the sample
secondary and preparatory schools, 83 (50%) of teachers who are currently teaching in the
sample schools were selected by using simple random sampling technique (lottery system).
Simple random sampling technique is one in which each and every member of the population
has an equal and independent chance of being selected (Cohen, et al., 2005). By using this
method the researcher selected the sample teachers by taking their names from the school and
46
writing the name of each teacher on the equally sized papers; then, drawing up the name of
teachers without seeing it up to the required number of sample teachers of each school
reached.
The total numbers of research participants were 153, i.e. 15(100%) TDP coordinators (3 from
each Woreda), 15(100%) school leaders (1 principal and 2 vice principals from each selected
schools), 5(100%) supervisors (1 from each selected schools), 35(100%) school CPD
coordinators (7 from each selected schools), and 83(50%) of teachers from the selected
secondary and preparatory schools.For details see table 3.1 below.
Table 3.1: Distribution of the target population, the sample and sampling techniques
N Types of Population Sample size Percentag Sampling techniques

o. respondents e of
sample
M F T M F T
size
1. Teachers 136 30 166 68 15 83 50% Random sampling
2. School leaders 15 - 15 15 - 15 100% Availability sampling
3. School CPD 32 3 35 32 3 35 100% Availability sampling
coordinators
4. Woreda/Town 15 - 15 15 - 15 100% Availability sampling
TDP
coordinators
5. Supervisors 5 - 5 5 - 5 100% Availability sampling
Total 203 33 236 135 18 153 100% -
Source: Dawuro Zone Education Department- “The 2013 secondary and Preparatory Schools
statistical Report” (unpublished)
3.5 Instrument of Data Collection
To obtain relevant data for the study both quantitative and qualitative data gathering
instruments were used. Four instruments were used in the process of gathering the necessary
data for the study. These were questionnaire, interview, focus group discussion and document
analysis. Qualitative data were collected through interviews, FGDs and document analysis
from school supervisors and Woreda/Town TDP coordinators, school CPD coordinators and
school written documents respectively. Questionnaires were used to collect the information
from teachers and school leaders.
47
3.5.1 Questionnaire
The first data collecting instrument employed in this study was the self-developed
questionnaire. It was used to collect data from teachers and school leaders and was structured
with both open-ended and closed-ended questions. It contains the following issues: the
perceptions of school leaders and teachers on the program, the extent of support and follow
up activities of stakeholders on the program, the benefits of the program in the teaching and
learning process, the extent of the implementation of the program, and the major factors that
hinder the implementation of the program.
3.5.2 Interview
Semi-structured interview guide was used as the second important data gathering instrument
in this study. It was used to collect information from Woreda/Town Education Office TDP
coordinators and school supervisors. This data gathering instrument was selected with the
belief that deeper information is obtained on issues critical to the study. It permits greater
depth of response with face to face communication which is not possible through any other
means. Ten interviewees participated in the interview session and the interviews took 10 hrs.
3.5.3 Focus Group Discussion (FGD)
The other data gathering instrument employed in this study was FGD. It was used to collect
information from school CPD coordinators in order to reveal the beliefs, attitudes,
experiences and feelings of participants through interaction. Five FGDs one in each school,
consists six discussants in four groups and seven discussants in one group totally 31
discussants participated in the discussion. The time allotted for discussion was totally 5 hrs;
that means an hour was used for each FGD. Finally, the data obtained were triangulated with
data obtained through other tools.
3.5.4 Document Analysis
Document analysis is the other essential data collecting instrument. It was used to cross check
the correspondence between what respondents responded or said and what they practically
did. In document analysis, document related to the implementation of CPD such as
portfolios, annual plan of CPD training both schools and trainees, minutes, modules prepared
by trainees, reports written on the CPD training issues, different government documents like
48
guidelines, toolkit, framework, and CPD training materials were analysed and taken as
sources of information.
3.6 Procedures of Data Collection
A contact was made with Dawuro Zone education department and request letter was sent to
five Woreda education offices and Tarcha town Administration to get permission for data
collection. Then, the four Woreda education offices and Tarcha Town Administration
Education Unit sent the request letter to the sampled schools.
In order to check the reliability of the items in questionnaire, pilot testing of the
questionnaires was carried out in Loma Bale secondary and preparatory school, which was
not included in sampled schools. The draft questionnaires were distributed to 1 school
principal, 2 vice principals, and 14 teachers who were selected purposively. After the
questionnaire was filled and returned the reliability of items was measured by using
Crobanch’s alpha method by the help of SPSS version 20. In this regard, the items checked
for reliability include: perceptions of teachers and school leaders on the CPD program,
stakeholders’ support and follow up activities on the CPD program, benefits of CPD Program
in the teaching and learning process, the effectiveness of the implementation of CPD
program, and factors affecting the implementation of CPD program. Accordingly, based on
the pilot study the Cronbach’s coefficient alpha measures for perceptions of teachers and
school leaders on the CPD program, stakeholders’ support and follow up activities on the
CPD program, benefits of CPD Program in the teaching and learning process, the
effectiveness of the implementation of CPD program and factors affecting the
implementation of CPD program were found to be .804, .845, .970, .918 and .711,
respectively. The overall Cronbach’s coefficient alpha measure for the instrument was
found to be .862. According to Cohen L. et al. (2005), the reliability coefficient greater than
0.7 alpha coefficients is reliable. So, this assured that the major data gathering tool was
adequate and reliable to collect relevant information from the respondents concerning CPD
program implementation in the study area. To check the content validity, senior colleagues
were invited to provide their comments. According to their comments, from 82 total items 13
items were removed and 69 items were distributed for respondents.
The next step was giving the information and instruction for respondents about the
questionnaire by the researcher. Then, the questionnaire was distributed to the respondents
49
and the completed questionnaire was collected after three days. In addition to this, interview
was conducted based on the characteristics of the respondents; a convenient time was
arranged for each of the respondents in order to maximize the quality of data. In this regard,
WEO/Town TDP coordinators were interviewed in one group. In order to help the
interviewee to prepare him/herself, the interview guides were distributed to the interviewee
before conducting the interview.
3.7 The Method of Data Analysis
After the collection of data from the respondents, the next step was analyzing the collected
data by using tables according to similarities of issues raised in the questionnaire. Depending
on the nature of the variables, quantitative as well as qualitative data analysis method was
employed. To begin the analysis, first respondents were categorized under different groups
in terms of the practices they have in implementation of CPD program. Secondly, the
quantitative data obtained through Likert Scale in questionnaire were organized and tabulated
around the sub-topics related to the research questions. Descriptive statistics like arithmetic
mean and standard deviation were calculated. For more advanced statistical operations and
decision making, data were inserted into modern statistical software SPSS 20.
The researcher used independent samples t- test to make sure whether there was a significant
statistical difference in the distribution of preferences between two groups of respondents
(teachers and school leaders) in terms of a given items.
To measure the views of respondents’ on the perception of school leaders and teachers,
stakeholders’ support and follow up activities, benefits of CPD program in the teaching and
learning process, and effectiveness of CPD program implementation, strongly agree, agree,
undecided, disagree and strongly disagree rating scales were used. Likewise, most serious,
more serious, serious, less serious, and least serious ranking scales were used to measure the
respondents’ views on the factors affecting the implementation of CPD program.
Corresponding quantitative values were given as 5 for highest degree of agreement and 1 for
the lowest degree of agreement. The cutoff point at intervals of length is 4/5=0.8
because there are 5 categories and the range of the data is 4 (i.e., 5-1=4).
Therefore, the mean scores 1.00-1.80 considered as strongly disagree,1.81-2.60 as
disagree, 2.61-3.40 as undecided, 3.41-4.20 as agree and 4.21-5.00 as strongly agree for
items scaled from strongly disagree to strongly agree. Similarly, the mean scores 1.00-1.80
50
considered as least serious, 1.81-2.60 as less serious, 2.61-3.40 as serious, 3.41-4.20 as
more serious and 4.21-5.00 as most serious for items ranked from least serious to most
serious.
Finally, the qualitative data collected through interviews, document analysis and FGD were
analyzed qualitatively and reported through narrative description to complement the
quantitative data.
3.8 Description of Research Sites
Dawuro Zone is one of the Zones in South Nations, Nationalities, and Peoples’ Region
(SNNPR). It lies in between 60 36’ to 7021’ north latitudes and 36068’ to 370 52’ east
longitudes. The Gojeb and Omo Rivers circumscribe and demarcate Dawuro from northwest
to southwest in a clockwise direction. It shares boundaries with Konta Special Wereda in
west, Jimma in northwest, Hadiya and Kambata-Tambaro zones in northeast, Wolayita zone
in east, and Gamo-Gofa zone in southeast (DZFEDD, 2012).
According to the Dawuro Zone Finance and Economic Development Department

(DZFEDD), the zone has a total area of 4,360.70 km2. In Dawuro zone, there are five
weredas and one administrative town, namely Issara, Tocha, Mareka, Loma, and Gena Bosa
and Tarcha town, which is the capital town of the Dawuro zone. Tarcha is located at 475 kms
in Southwest of Addis Ababa and 286 kms far from Hawassa, the capital of SNNPRS. The
zone is sub-divided in to one hundred sixty nine rural Kebeles and eight urban Kebeles.
With respect to topography, Dawuro Zone is an area of great landscape diversity. It has also
great physical, altitudinal and climatic variations. The landscape of Dawuro Zone is
predominantly characterized by mountainous terrains, deep gorges and fast rushing streams
which range from 550 meters at the confluence of Omo and Zigina rivers to extreme of 2820
masl at Tuta Mountain in Tocha Woreda. The plateau covers areas which extend from Gora
up land in Loma Woreda to the border of Konta Liyu Woreda in the eastwest direction and
mountainous terrains covers from Waka town to the confluence of Zigina and Omo rivers in
the north south direction. A large part of the area is composed of strongly dissected hilly to
mountainous (65%) developed on granite rocks. The rest 35% of the land is flat and
convenient for farming (DZFEDD, 2012).
51
Agro-ecologically, Dawuro Zone has three climatic zones from lowland to highland. These
climatic zones are geziya/highland (21%), dashuwaa/mid-latitude (41%) and gadha/lowland
(38%). Average mean monthly temperature and annual rainfall varies from 15.1˚c to 27.5˚c
and from 1200mm to 1800mm respectively (DZFEDD, 2012). The low agro-ecological zone
have been experienced with drought and famine as compared to high and mid-altitude due to
cattle epidemics, crop production failure and low amount of rainfall.
More than 93% of the population of the Dawuro zone is engaged mainly in agricultural activities
particularly crop production and livestock rearing. Trade is the second area of economic activities.
The trade activities made in many market places or towns of the zone and with neighboring zones
such as Sawula, Ameya, Jimma, Hadiya, Tambaro, and Wolayita zones (DZFEDD, 2012).
Figure 3: The Physical Map of Dawuro zone (DZFEDD, 2012)
Indicates sampled Woredas and Town
52
CHAPTER FOUR
PRESENTATION, ANALYSIS AND INTERPRETATION OF THE DATA
This section attempts to present the analysis and interpretation of data collected through
questionnaires, focus group discussions, interviews and document analysis. The quantitative
as well as qualitative data were integrated in this chapter. The qualitative data were used as
complementary to the quantitative data. Therefore, the qualitative data includes the data
collected through interviews, FGDs, open-ended questions and document analysis; whereas,
the quantitative data includes the data which were collected through questionnaires.
Questionnaires were prepared and administered for 15 school leaders (5 school principals, 10
vice principals) and 83 teachers. Therefore, the total number of questionnaires distributed to
principals and teachers were 98. From the distributed questionnaires to teachers, 97.96%
were completed and returned; but, two questionnaires, 2.04% were not returned; whereas, all
school leaders completed and returned the questionnaires.
The plan was to conduct five FGDs with 35 school CPD coordinators in the sampled schools;
but, the researcher conducted the FGDs with the 31 (88.6%) school CPD coordinators but 4
(11.4%) school CPD coordinators did not participate in the FGDs. In addition to this, it was
planned to make interview with 15 Woreda/Town TDP coordinators and 5 school
supervisors. From these, 5 (33.33%) of Woreda/Town TDP coordinators and 2 (40%) of
school supervisors were not interviewed due to their absence in the working place. In
document analysis, all written and reported materials about CPD, the duration of training,
meeting and minutes on the issues of CPD, evaluation of training, and school teachers’
annual plans for CPD training were checked and analyzed.
Finally, the collected data through questionnaires, interviews, FGDs, and document analysis
were organized according to their similarities and appropriateness. To analysis the qualitative
data collected through interviews and FGDs the codes were given as follows: the FGDs and
sampled schools coded as FGD1S1, FGD2S2, FGD3S3, FGD4S4, and FGD5S5 which indicates
that Karawo, Gesa Delba, Tocha, Waka, and Tarcha, respectively; sampled Woredas and
Town coded as W1, W2, W3, W4, and T1 which shows that Gena Bossa, Loma, Tocha,
Mareka and Tarcha, respectively. Similarly, the interviewees coded as I1, I2, I3…I13 which
designates interviewee one, two, three...thirteen, respectively.
53
Accordingly, this chapter includes two major parts. The first part indicates general
characteristics of the respondents’ and the second part deals with the presentation, analysis
and interpretation of the data.
4.1 Characteristics of the Respondents

A total of 140 respondents from school leaders and supervisors, Woreda/Town TDP and
school CPD coordinators participated in this study. From the total respondents 15(11%) were
school leaders, 81(58%) were teachers, 31(22%) were school CPD coordinators, 10(7%) were
Woreda/Town TDP coordinators and 3(2%) were school supervisors. For the details of the
data see table 4.1 below.
Table 4.1: Respondents’ Characteristics
No. Items Category Teachers School TDP CPD Supervisor

leaders coordinator coordinator s
N % N % N % N % N %
1. Sex Male 66 81.5 15 100 10 100 28 90 3 100
Female 15 18.5 - - - - 3 10 - -
Total 81 100 15 100 10 100 31 100 3 100
2. Career Junior teacher 13 16.0
level Teacher 22 27.2
Senior teacher 22 27.2
Associate lead teacher 8 9.9
Lead teacher 10 12.3
Senior lead teacher 6 7.4
Beginner principal/vice principal 3 20.0
Junior principal/vice principal 7 46.7
Principal/vice principal 2 13.3
Senior principal/vice principal 2 13.3
Lead principal/vice principal 1 6.7
3 100
Associate supervisor
Total 81 100 15 100 3 100
3. Level Diploma 2 2.5
of First Degree 76 93.8 13 86.7 10 100 31 100 3 100
educati
Master degree 3 3.7 2 13.3
on
Total 81 100 15 100 10 100 31 100 3 100
N.B: N=number of respondents
As shown in table 4.1 item 1, 66 (81.5%) teachers, 15 (100%) school leaders, 10 (100%) TDP
coordinators and 3 (100%) supervisors, and 28 (90%) of CPD coordinators were males, while
the remaining 15 (18.5%) teachers and 3 (10%) CPD coordinators were females. In this
regard, from the total of 140 respondents, 122 (87%) were males; whereas only 18 (13%) of
them were females. This shows that women’s participation, as compared to their males
54
counter parts, was very low in teaching at secondary and preparatory schools and no woman
was assigned as school leaders, supervisors and Woreda/Town TDP coordinators.
Item 2 of table 2 shows the career level of the respondents. It indicates that 13 (16%) were at
junior teacher level, 44 (54.4%) were at teacher and senior teacher level, 8 (9.9%) were at
associate lead teacher level, 10 (12.3%) were at lead teacher level, and 6 (7.4%) were at
senior lead teacher level. On the other hand, when we see the career level of school leaders
and supervisors, 3 (20%) were at beginner principal/vice principal level, 7 (46.7%) were at
junior principal/vice principal level, 2 (13.3%) were at principal level, 2 (13.3%) were at
senior principal level, only 1 (6.7%) was at lead principal/vice principal and 3 (100%)
supervisors were at associate supervisor level. Thus, the majority of teachers were at teacher
and senior teacher level; whereas, the majority of school leaders were at junior principal/vice
principal level and all supervisors were at associate supervisor level.
In terms of level of education, as indicated in table 2 item 3, 2 (2.5%) teachers were diploma
holders, 76 (93.8%) teachers were first degree holders and 3 (3.7%) of teachers were master
degree holders; 13 (86.7%) school leaders were first degree holders, 2 (13.3%) school leaders
were master degree holders, all TDP and CPD coordinators and supervisors were first degree
holders. From this, it is possible to conclude that the majority of the respondents were first
degree holders and this indicates that the required standard of MoE fulfilled.
4.2 Perceptions of school leaders and teachers on the CPD program
CPD is effective only when teacher learning occurs in an authentic way through teachers’
active engagement, participation and collaboration (Landt, 2002). The literature describes
that school leaders and teachers have different perceptions on the CPD and their participation.
If both teachers and school leaders perceive CPD program positively, it will create suitable
situation for CPD training. Table 4.2 below indicates a summary of respondents’ view on the
perceptions of school leaders and teachers on the CPD program.
55
Table 4.2 Responses of respondents on the perceptions of school leaders and teachers
on the CPD program
No. Items Types of respondents N M SD Df P T
1. CPD is a means to School leaders 15 4.50 .52

94 .74 .34
improve the subject and Teachers 81 4.42 .79
instructional knowledge Total 96 4.43 .75
2. CPD is used to update my School leaders 15 4.81 .78
25 .001 9.72
pre-service training Teachers 81 2.52 1.06
knowledge and skills Total 96 2.94 1.30
3. School leaders 15 4.50 .64
CPD improves students’
Teachers 81 4.12 .92 94 .10 1.68
academic achievements
Total 96 4.13 .89
4. CPD plays an important School leaders 15 4.14 1.22 .25
16 -1.20
role in improving my Teachers 81 4.50 .69
professional growth Total 96 4.43 .80
5. CPD can help me to use a School leaders 15 4.34 .49
variety of student Teachers 81 2.55 1.01 37 .001 7.00
centered teaching
Total 96 2.89 1.17
methods
CPD is interesting and Teachers 81 2.35 .86 27 .001 28.59
participatory
Total 96 2.76 1.28
CPD encourages me to 45 .001 3.92
Teachers 81 2.63 2.35
remain in my profession
Total 96 3.05 2.33
8. CPD improves my School leaders 15 4.35 .70
94 .69 .40
teaching/leadership Teachers 81 4.27 .87
competence Total 96 4.24 .84
CPD is a means to develop my Teachers 81 4.15 .94 1.79
94 .08
teaching/leadership knowledge
Total 96 4.26 .90
and skills
Teachers 81 2.04 .39
CPD enables me to develop self- 17 .001 19.85
Total 96 2.44 1.04
confidence
Teachers 81 4.62 5.76
Total 96 4.14 5.40
Total 96 3.66 .53 94 .02 2.41
N.B:- N-is number of respondents, M=mean score, SD=standard deviation,
p=sig. (2- tailed), and Df=degree of freedom
-Mean scores 1.00-1.80=Strongly Disagree, 1.81-2.60=Disagree, 2.61-3.40=Undecided,
3.41-4.20=Agree and 4.21-5.00=Strongly Agree
As expressed in table 4.2, items 1, 3, 4, 8 and 9, both groups of respondents rated almost
similarly and the mean scores of teachers’ ranging from 4.12-4.50 and that of school leaders
ranging from 4.14-4.50 and the total mean scores also ranging from 4.13-4.43. Both mean
and total mean scores of the respondents felled between “strongly agree” and “agree” scales.
This indicates that the respondents perceived CPD positively as a means to improve their
subject and instructional knowledge, professional growth, teaching/leadership competence,
and teaching/leadership knowledge and skills. The respondents also perceived it as a means
to improve students’ academic achievements.
56
Items 2, 5, 6, 7, and 10 of table 4.2 denote that teachers replied differently when compared
with school leaders; i.e., teachers mean scores of items 2, 5, 6, 7, and 10 range from 2.04-2.63
and the mean scores fell in the “disagree” scale except mean score 2.63 item 7 which lay in
the “undecided” scale. This depicts that teachers considered CPD negatively as it is not used
to update their pre-service training knowledge and skills and cannot help them to use a
variety of student centered teaching methods. It is not interesting and participatory and does
not enable them to develop self-confidence. But, they did not decide whether or not it
encourages them to remain their profession.
However, school leaders mean scores of items 2, 5, 6, 7, and 10 range from 4.34-5.00 and all
mean values lay in “strongly agree” scale. This suggests that school leaders conceived CPD
positively as it is used to update their pre-service training knowledge and skills and help the
teacher to use a variety of student centered teaching methods. They also found it interesting
and participatory, encouraging them to remain in their profession, and develop their self-
confidence.
In order to check whether or not there is difference between school leaders and teachers in
their response, independent samples “t” test analysis was conducted. The p-values of items 1,
3, 4, 8, and 9 range from .08-.74 were greater than .05 (see table 4.2). This indicates that there
was no statistically significant difference between the mean scores of two groups of
respondents. This could be because of the two groups of respondents had almost similar
perceptions on the CPD training.
Nevertheless, as depicted in items 2, 5, 6, 7 and 10 to 13, the p-values were .001 and .04 and
these p-values were less than .05 (see table 4.2). This describes that there was statistically
significant difference of mean scores between two groups of respondents. From this data
analysis, someone can understand that the two groups of respondents have different
perceptions on the CPD training.
In open ended question, some teachers perceived CPD as positively and the others negatively.
They perceive CPD positively as:
It fulfills skills gap in teaching methods and increases experience sharing

and intimate friendship among colleagues. It is also a strategy to solve
teaching and learning problems.
57
Whereas, they perceive CPD negatively as:
It cannot develop teaching skills and knowledge rather than consuming time
and there aren’t any incentives whether they participated in the training or
not.
The interview was conducted with Woreda/Town TDP coordinators and supervisors how
they judged the perception of school leaders and teachers towards CPD program, and they
indicated that:
Almost all school leaders perceive it positively and obedient to run the CPD
training in their school continuously. But, they said that teachers perceived
CPD both positively and negatively.
W (1, 2, 3) I (1, 2, 3, …, 7), February 27, March 03, and 06, 2014 morning and afternoon.
The other FGD participants added that:
The perception of most school leaders seems positive when they talk in
meeting with us; they talk that they will implement each and every issue of
CPD in the school but when we observe the activities/practices of CPD it is
almost null. When we come to teachers most teachers tired of CPD training.
They perceive it adds no value for their PD except wasting the time.
W4T1I (8, 9, 10, 11, 12, and 13), March 10 and 13, 2014 morning
When the researcher asked them why teachers develop negative perception towards CPD, the
interviews said that:
There might be lack of sufficient time and overloaded work condition, lack of
support from concerned bodies, no budget allocation and lack of evaluation
and systematic follow up.
W (1, 3, 4) I (1, 2, 5, 6, 7, 8, 9 and 10), February 27, March 06 and 10, 2014 morning and
afternoon
The other interviewees also listed different reasons as:
There might be lack of incentives and refreshments during CPD training, absence
of well trained and experienced CPD coordinators.
W2T1I (3, 4, 11, 12, and 13), March 03 and 13, 2014 morning and afternoon
58
Regarding perceptions of school leaders and teachers, the researcher conducted FGDs in each
sampled schools with school CPD coordinators. They were asked to tell how they judge the
perceptions of school leaders and teachers regarding CPD and they replied that:
The school leaders talk positively about CPD but they did not implement.
Regarding teachers, most of them did not understand the fact that CPD was
designed to update their teaching skills and knowledge. They thought that they
were taking the CPD training for the benefit of the government or for the
school leaders. They also said that it is very difficult to them to run the
training due to the negative perceptions of teachers.
FGD1S1, FGD3S3 and FGD5S5, February 28, March 07 and 14, 2014 morning and afternoon
The other FGD discussants said that:
The school leaders did not pay attention for CPD training as they give
attention for other issues of teaching and learning in the school. They are
disobedient to participate in the school group CPD training and when they are
invited to participate in the training they say that they are too busy. Most
teachers also joking when they are called to participate in the training; it is
too difficult to run the CPD training in the school due to the negative
perceptions of teachers.
FGD2S2 and FGD4S4, March 04 and 11, 2014 morning and afternoon
The researcher asked the discussants to explain why the perceptions of teachers became
negative about CPD. They replied as follows:
There might be insufficient time because most teachers are working in two
shifts. There is no conducive environment for the training, no systematic
follow up and evaluation system and no payment difference whether they
participated in the training or not.
FGD1S1up to FGD5S5, February 28, March 04, 07, 11, and 14, 2014 morning and afternoon
The qualitative analysis of data clearly indicates that almost both teachers and school leaders
have negative perceptions towards CPD program. This supports that the data which were
analyzed quantitatively.
59
In conclusion, the data which were collected from informants confirm that both groups of
respondents perceived items 1, 3, 4, 8, and 9 positively; teachers perceived items 2, 5, 6, 7,
and 10 negatively; whereas, the school leaders perceived the items 2, 5, 6, 7, and 10
positively. This indicates that teachers perceived CPD both positively and negatively but the
school leaders perceived it positively. This indicates that the negative perception of teachers
for some items affected the implementation of CPD in the schools.
4.3 School leaders’ support and follow up activities on the CPD program
Systematic support and follow up strategies should be designed to implement CPD program
effectively. Different researchers indicated that there were no stakeholders support and follow
up activities on the CPD program. Zenebe (2007) showed in his findings that teachers did not
get support from education institutes and top officials. Mohammed (2012) also indicated that
the implementation of CPD was not effective due to the lack of stakeholders support and
follow up activities on the CPD program. Table 4.3 below introduces a summary of
respondents’ responses on the school leaders’ support and follow up activities on the CPD
program.
60
Table 4.3 Responses of respondents on the school leaders’ support and follow up
activities on the CPD program
1. The school leaders has given School leaders 15 3.31 1.16

the necessary professional 94 0.02 2.49
Teachers 81 2.42 1.26
development trainings on the
new CPD approach for me Total 96 2.51 1.28
2. The school leaders has designed School leaders 15 3.72 1.10
monitoring and evaluation Teachers 81 2.90 1.30
94 .022 2.33
strategies for the school teachers
to support CPD program Total 96 3.03 1.30
implementation
3. The school leaders has School leaders 15 3.81 1.32
encouraged me to participate in Teachers 81 2.90 1.32
94 .020 2.38
CPD training continuously
Total 96 3.11 1.36
4. The school leaders has given the School leaders 15 3.90 .88
necessary materials and support Teachers 81 2.70 1.28 .001 3.71
94
to me
Total 96 2.90 1.31
5. School CPD coordinators have School leaders 15 3.64 1.30
prepared short term trainings for Teachers 81 2.63 1.34 94 .008 2.72
me on the preparation of CPD
Total 96 2.73 1.38
module and portfolio
6. CPD activities of teachers’ is School leaders 15 3.50 1.25
Teachers 81 2.75 1.19 94
followed up by school leaders .020 2.37
continuously Total 96 2.82 1.23
7. The necessary budget was School leaders 15 3.03 1.22
allocated for CPD trainings in Teachers 81 2.15 1.12 94 .011 2.61
the school
Total 96 2.22 1.17
8. Short term trainings are given School leaders 15 2.90 1.13
94
on the CPD issues for CPD Teachers 81 2.30 1.23 .110 1.63
coordinators by school leaders Total 96 2.44 1.23
9. The school CPD coordinators are School leaders 15 3.30 1.35
Teachers 81 2.32 1.02 94 .012 2.81
supporting and guiding CPD activities
effectively Total 96 2.50 1.13
10. 1.11
School leaders 15 3.31
Feedback is given for me at the end of 94 .001 3.52
each training sessions Teachers 81 2.23 1.11
Total 96 2.42 1.17
11. The school supervisor supports School leaders 15 3.32 1.58
teachers in the preparation of
Teachers 81 2.01 1.13 94 .010 2.91
portfolio and CPD Module
Total 96 2.25 1.28
12. School leaders 15 2.56 1.51
The school supervisor cross checks the
implementation of CPD by preparing Teachers 81 1.87 .96 94 .095 1.77
checklist
Total 96 1.90 1.08
Total
96 2.62 .81 94 .001 4.49
As shown in table 4.3 items 1 to 8 and 9 to 11 represent that teachers responded differently
when compared with school leaders; i.e., the teachers mean scores of items ranging from
2.01-2.90 and these mean scores fell in between “disagree” and “undecided” scales. The
mean scores of items 1 and 7 to 11 lay in the “disagree” scale. This proves that there were no
professional development trainings and allocation of budget for training. It also indicates that
there were no supporting and guiding in the preparation of portfolio and CPD Module and the
61
feedback was not given at the end of each training session. However, the mean scores of
items 2 to 6 fell in “undecided” scale. This utters that teachers faced difficulty to decide
whether or not the listed items implemented effectively. From this, it is possible to conclude
that the monitoring and evaluation strategies for the school to support CPD program
implementation, encouragement, giving the training materials for teachers and following up
activities of principals/vice principals during the CPD training to some extent did not practice
in the sampled schools.
On the other hand, items 1 to 8 and 9 to 11 of table 4.3 shows that school leaders reacted
differently with teachers; i.e., the mean scores of items 1 and 7 to 11 ranging from 2.90-3.32
and these mean scores lay in “undecided” scale. This shows that the respondents not reached
to decision and the listed items determined to be not effectively put into practice. But, the
mean scores of items 2 to 6 ranging from 3.50-3.90 and these mean scores fell in “agree”
scale. This describes that there were monitoring and evaluation strategies and encouragement
to participate in the CPD training. It also shows that the necessary materials and support were
given and school CPD coordinators had prepared short term trainings in the preparation of
CPD module and portfolio.
As indicated in table 4.3 item 12, both respondents rated almost similarly. The mean score of
school leaders was 2.56 and that of teachers was 1.87 and the average mean score was 1.90.
Both mean and total mean score of respondents felled in the “disagree” scale. This indicates
that the school supervisors did not cross checks the implementation of CPD by preparing
checklist.
In addition to the above, to check if there was difference between school leaders and teachers
in their reply independent samples “t” test analysis was conducted. The p-values of items 1
up to 7 and 9 to 11 range from .001-.022 are less than .05 (see table 4.3). This indicates that
there was statistically significant difference of mean scores between the two groups of the
respondents. From this data analysis, someone can realize that the two groups of respondents
responded differently; whereas, as presented in table 4.3, items 8 and 12 p-values are greater
than .05; i.e., .110 and .095. This indicates that there was no statistically significant
difference of mean scores between the respondents. This may be due to the fact that both
teachers and school leaders have similar thoughts on the stakeholders support and follow up
activities on the CPD program.
62
In open ended question, the majority of respondents (teachers) responded by supporting the
closed ended questions as follows:
The CPD training was not given in the regular way and nobody pay attention on
the issues of CPD training; teachers do not have awareness about CPD and
there was no coordination in the school for CPD training. The school leaders
have also no awareness to give support and guidance for teachers and no
supervisor was assigned in two Woredas.
In addition to this, the interview was conducted with the Woreda/Town TDP coordinators and
supervisors to check whether or not they gave any support in implementation of CPD and
they replied that:
In this year (2014) we did not give any training and did not make discussion
with school leaders and teachers rather than tried to supervise the
implementation of it. This is because of we gave mandates for school leaders to
lead CPD training effectively.
W (2 and 3) I (3, 4, 5, 6, and 7), March 03 and 06, 2014 afternoon.
The other participants in interview responded that:
We are preparing checklists to check the practices of CPD training for second
semester in this year (2014); to speak frankly we did not give attention for CPD
training in the schools. We start to run when ZED/REB asks us to give reports
about CPD training. We have not led the training in the regular way. We did not
design systematic way of supporting and following up activities. These happened
due to we have no sufficient time and overloaded in another teaching and
learning process.
W (1 and 4)T1I (1, 2, 8, 9, 10, 11, 12, and 13), February 27, March 10, and 13, 2014 morning
Concerning of stakeholders support and follow up activities on the CPD program, the FGDs
was conducted in each sampled schools with school CPD coordinators. The researcher asked
them to tell whether or not they gave any support and followed up CPD activities. The FGD
confirmed that the data collected by above discussed instruments. The discussants said that:
We tried to prepare short trainings on the issues of CPD trainings but we did
not get budget because the budget was not allocated for CPD trainings at all; to
63
tell the truth including us nobody give attention about CPD; the concerned
bodies like Zone/Woreda/Town TDP coordinators and supervisors were coming
to the school but they did not focus on the issues of CPD training; the school
leaders also did not want to give support and follow up rather than asking us to
give report when they were asked to write it for Woreda/Town education office.
FGD1S1, FGD2S2 and FGD5S5, February 28, March 04 and 14, 2014 morning and afternoon
The other group FGD discussants also stated that:
The school leaders assigned us as CPD coordinators for formality and reporting
purpose. But, we have no awareness on the framework and practical toolkit of
CPD program because nobody gave us awareness creation training. In addition
to this, the negative attitudes of teachers towards CPD training made difficulty
to follow up and give support. Therefore, we did not give adequate support for
teachers.
FGD3S3 and FGD4S4, March 07 and 11, 2014 morning and afternoon
The FGD discussants clearly indicated that they did not give adequate support and
followed up CPD activities in the sampled schools. The data collected from open-ended
questions, interviewees and discussants confirm that there were no stakeholders support
and follow up activities on the CPD program in the sampled schools which support the
data collected from questionnaire.
Finally, the researcher tried to see written documents regarding stakeholders support and
follow up activities. All sampled schools have training materials that were prepared by MoE
but they were not organized well. Few numbers of teachers prepared CPD modules and
portfolios but it was not checked and approved by the concerned bodies. Since there was no
CPD training in all sampled schools in this year (2014) the researcher did not get reports and
feedback, meeting and minutes and evaluation made on the training. With respect to
document analysis, one can see that there were no any stakeholders’ support and follow up
activities on the CPD program. The school leaders and teachers also ignored CPD activities
from teaching and learning process.
In conclusion, the data collected from the instruments clearly indicate that there were no
school leaders’ support and follow up activities in the sampled schools. However, the school
leaders responded positively, someone can understand that they might be tried to defend
64
themselves; because, the majority of the respondents replied as there were no stakeholders’
support and follow up activities in the sampled schools which lead to ineffective
implementation of CPD program. The document analysis also proves that there were no
stakeholders’ support follow up activities on the CPD program.
The findings support with the findings of the 2008 TDP-1 CPD Impact Study, stated that in
nearly four out of five schools the structure of CPD is either absent or inadequate (MoE,
2009). The findings also confirm that the findings of the following researchers. Yaekob
(2009) stated that the support obtained from education office on CPD implementation is not
sufficient; Melkie (2010) stated that the school CPD committee members and mentors did not
get any training on how to support teachers and the support given by the different
organizations to implement CPD at school level; and Hussein (2011) stated there was lack of
proper and continuous support from the leadership and absence of adequate training
opportunities for teachers and principals.
4.4 Benefits of CPD Program in the teaching and learning process
The need for CPD and the reason why many teachers engage in professional development is
able to do a better job, to be a better teacher, to ensure the quality of education, and to
improve the learning teaching process. In this respect (Ashdown and Rossi, 2005) stated that
high quality professional development programs impact teachers’ knowledge, commitment,
motivation, and teacher efficacy. Research evidences show that it is better when professional
development programs be seen from teachers’ perspectives to enhance their professional
knowledge and school objectives, not only as a means to improve instructional practices but
also professional development in the service of program implementation potentially masks
issues concerning whether or not the professional development meets the teachers’ own
perceived learning needs. Table 4.4 below presents a summary of respondents’ responses on
the benefits of CPD in teaching and learning process.
65
Table 4.4 Responses of respondents on the Benefits of CPD Program in the teaching
and learning process
1. Extended /Improved School leaders 15 4.13 1.06

subject matter/ Teachers 81 4.12 1.13 94 .82 .23
leadership/management
knowledge and skills Total 96 4.12 1.12
2. Encouraged me to solve School leaders 15 4.32 .82
94 .30 1.05
students'/teachers' Teachers 81 4.02 1.13
problems Total 96 4.11 1.09
3. Enabled me/teachers to School leaders 15 4.32 .90
manage my/their Teachers 81 4.14 1.07 94 .34 .96
classroom effectively Total 96 4.12 1.05
4. Gave me direction how School leaders 15 4.60 .51
94 .07 1.87
to implement continuous Teachers 81 4.32 .56
assessment Total 96 4.41 .56
5. Addressed immediate School leaders 15 4.50 .52
Teachers 81 1.85 .67 94 .001 14.52
school and classroom
needs Total 96 2.22 1.16
6. Changed the way I think School leaders 15 4.33 .49
about teaching and Teachers 81 2.05 .80 94 .001 11.00
learning Total 96 2.44 1.14
7. Made me use active School leaders 15 4.41 .51
94 .001 13.50
learning methods Teachers 81 2.03 .65
effectively Total 96 2.42 1.08
8. Created cooperation School leaders 15 4.11 1.16
between me and Teachers 81 2.22 .91 94 .001 7.11
principals/vice-
principals Total 96 2.52 1.17
Resulted in improved 94 .98 .03
Teachers 81 4.25 4.64
achievement for students
Total 96 4.23 4.27
10. Allowed me to give counseling School leaders 15 4.62 .51
94 .001 12
and guidance service to Teachers 81 2.11 .80
students/students and teachers Total 96 2.51 1.20
Enabled me to get licensing and Teachers 81 1.76 .63 15 .33 1.00
re-licensing opportunity
Total 96 1.85 .77
12. Improved professional ethics of School leaders 15 2.55 1.37
teachers/principals/vice- Teachers 81 1.86 .67 15 .09 1.79
principals Total 96 1.93 .84
Total 96 3.05 .68 94 .001 8.42
As depicted in table 4.4, items 1 to 4, and 9 both respondents rated almost similarly and the
mean scores of teachers’ ranging from 4.02-4.32 and that of school leaders 4.13-4.60 and the
total mean scores ranging from 4.11-4.41. Both mean and total mean scores of respondents
lay between “agree” and “strongly agree” scales. This indicates that both respondents agreed
that CPD extended/improved subject matter/leadership/management knowledge and skills
66
and encouraged them to solve students'/teachers' problems. It enabled them to manage their
classroom effectively and resulted in improved achievement for students. It also gave them
direction how to implement/supervise continuous assessment. Items 11 and 12 both
respondents also responded almost similarly but negatively as “disagree” and “strongly
disagree”. This expresses that they did not believe that CPD enabled them to get licensing
and re-licensing opportunity and improved their professional ethics.
Items 5 to 8 and 10 of table 4.4, present that teachers responded differently when compared
with school leaders; i.e. teachers mean scores of items ranging from 1.85-2.22 and these
mean scores fell in “disagree” scale. This implies that, teachers did not conceive that CPD
addressed immediate school and classroom needs and changed the way they think about
teaching and learning. They did not believe that CPD made them use active learning methods
effectively and created cooperation between them and principals/vice-principals. They also
did not accept that CPD allowed them to give counseling and guidance service to students.
Nevertheless, school leaders mean scores of items 5 to 8 and 10 of table 4.4 ranging from
4.11-4.62 and these mean scores set in “strongly agree” scale except 4.11 which fell in
“agree” scale. This details that, school leaders considered CPD as it addressed immediate
school and classroom needs and changed the way they think about teaching and learning. It
made them supervise active learning methods effectively and created cooperation between
them and teachers. It also allowed them to give counseling and guidance service to teachers
and students.
In order to check if there was difference between school leaders and teachers in their reply,
independent samples “t” test analysis was conducted. The p-values of items 1 to 4, 9, 11, and
12 range from .07-.98 are greater than .05 (see table 4.4). This indicates that there was no
statistically significant difference between the mean scores of two groups of respondents.
This might be because of the two groups of respondents’ have almost similar beliefs on the
benefits of CPD program in the teaching and learning process.
On the other hand, p-values of items 5 to 8 and 10 are less than .05; i.e., .001. This shows that
there was statistically significant difference of mean scores between two groups of
respondents. From this data analysis, someone can understand that the two groups of
respondents have different beliefs on the benefits of CPD program in the teaching and
learning process.
67
In FGDs and interviews session the discussants and interviewees were asked to point out the
benefits of CPD in teaching and learning process. They believed that CPD plays an important
role in developing/improving teachers’ teaching/instructional skills and knowledge which
result in improving students’ achievements.
In conclusion, In conclusion, the data which were collected from informants prove that there
was agreement of both groups of respondents on the items 1-4 and 9. Disagreement of both
groups on the items 11 and 12. The teachers disagreed items 5-8 and 10; whereas, the school
leaders agreed on the items 5-8 and 10. This implies that the school leaders agreed that the
CPD has benefits in the teaching learning process but the teachers didn’t some benefits of
CPD.
4.5 The effectiveness of the implementation of CPD program
The implementation of CPD program is based on innovation in classroom, involves change in

practice and that in turn, and depends on teachers’ belief about the appropriateness of any
activity for their students Fullan (1991). For effective CPD program, careful planning, open
communication among stakeholders, necessary support obtained, follow up and evaluation,
and cooperation among implementers and stakeholders are important factors that need to be
considered in implementing the CPD program. Table 4.5 below presents a summary of
respondents’ responses on the effectiveness of the implementation of CPD program.
68
Table 4.5 Responses of respondents on the effectiveness of the implementation of CPD
program
1. The school CPD School leaders 15 3.81 1.01 .001

priorities are clearly 94 3.56
Teachers 81 2.62 1.21
identified
Total 96 2.81 1.25
2. The discussion is made School leaders 15 3.90 .83
3.81
after the identification of Teachers 81 2.63 1.24 94 .001
CPD priorities Total 96 2.84 1.27
3. The school has annual School leaders 15 3.72 1.23
CPD plan Teachers 81 2.65 1.21 62 .001 3.53
Total 96 2.74 1.28
4. I have my own CPD School leaders 15 3.72 1.33
.001 3.46
plan/Teachers prepared Teachers 81 2.55 1.20 94
their individual CPD plan Total 96 2.73 1.28
5. All teachers prepared School leaders 15 3.33 1.58
Teachers 81 2.52 1.28 94 .044 2.04
their CPD modules and
portfolio in the school Total 96 2.62 1.25
6. Portfolios of teachers are School leaders 15 3.50 1.13
organized and checked Teachers 81 2.62 1.22 94 .009 2.68
continuously Total 96 2.75 1.35
7. A certificate is prepared School leaders 15 3.50 1.51
for me after completion Teachers 81 2.33 1.24 94 .002 3.25
of the trainings
Total 96 2.54 1.46
8. Sufficient time is allotted School leaders 15 3.93 .83
94 .001 3.71
for CPD training in the Teachers 81 2.77 1.20
school Total 96 2.94 1.25
My instructional knowledge and
Teachers 81 2.75 1.31 .004 2.93
skills improved after CPD training 94
Total 96 2.95 1.30
10. Action research is prepared after CPD School leaders 15 3.73 1.22
94 .001 3.47
training/Teachers prepared action Teachers 81 2.55 1.24
research after CPD training Total 96 2.73 1.41
11. Continuous assessment is applied after School leaders 15 3.92 1.25
CPD training/Teachers applied 94 .002 3.18
continuous assessment after CPD Teachers 81 2.73 1.36
training Total 96 2.92 1.35
12. Active learning methods are School leaders 15 3.35 1.58
implemented after CPD Teachers 81 2.65 1.28 94 .040 2.34
training/Teachers implemented active
learning methods after CPD training Total 96 2.72 1.25
The school report is prepared at the end Teachers 81 2.45 1.17 94 .001 3.59
of every sessions
Total 96 2.62 1.30
14. In general, CPD program is School leaders 15 3.50 1.46
successfully implemented in this school Teachers 81 2.12 1.16 94 .001 3.92
by all teachers Total 96 2.31 1.31
Total 96 2.77 1.06 94 .01 3.83
As presented in table 4.5, all items 1 to 14 indicate that school leaders rated quite differently
when compared with teachers; i.e., the mean scores of school leaders ranging from 3.33-3.93.
The mean scores of school leaders fell in between “agree” and “undecided” scales; i.e., the
mean scores of items 1 up to 4, 6 up to 11, 13 and 14 set in the “agree” scale. This proves that
69
school leaders agreed that the school CPD priorities are clearly identified and the discussion
was made after the identification of CPD priorities. The school leaders and teachers prepared
annual and individual CPD plan. They confirmed that sufficient time was allotted for CPD
training in the school and teachers’ instructional knowledge and skills improved after CPD
training. They accorded that teachers prepared action research and applied continuous
assessment after CPD training. They also proved that the school report was prepared at the
end of every session. Whereas, the mean scores of items 5 and 12 lay in the “undecided”
scale. This expresses that school leaders faced difficulty to decide whether or not these items
were implemented effectively in the sampled schools and “undecided” scale is below the
“agree” scale which implies that the items were to some extent not accomplished.
On the other hand, the mean scores of teachers for items 1 to14 ranging from 2.12-2.77 and
the mean scores fell in between “disagree” and “undecided” scales. The mean scores of items
4, 5, 7, 10, 13, and 14 fell in “disagree” scale. This proves that the school leaders and teachers
have no annual and individual CPD plan. It indicates that all teachers did not prepare their
CPD modules and portfolio and a certificate was not prepared for teachers after completion of
the trainings; action research and report were not prepared. In general, CPD program was not
successfully implemented in this school by all teachers. In addition to this, the mean scores of
items 1 to 3, 6, 8, 9, 11, and 12 lay in the “undecided” scale. This confirms that the
identification of CPD priorities, organization and check of portfolios, allocation of sufficient
training time, and preparation of CPD training report at the end of every session were not
accomplished to some extent. It also indicates that teachers’ instructional knowledge and
skills were not improved; and continuous assessment and active learning methods were not
applied after CPD training as required.
In order to check if there was difference between school leaders and teachers in their reply,
independent samples “t” test analysis was conducted. The p-values of items 1 to 14, range
from .001-.044 are less than .05 (see table 4.5). This indicates that there was statistically
significant difference between the mean scores of two groups of respondents. This might be
because of the two groups of respondents have different views on the effectiveness of the
70
In the interview session, the researcher asked the Woreda/Town TDP coordinators and
supervisors to explain how they evaluated the implementation status and the effectiveness of
CPD program in the sampled schools. They replied as:
The CPD program was designed to update teachers’ skills and knowledge which
result in the improvement of students’ achievement. But, the teachers’ skills and
knowledge were not updated and the students’ achievement was not improved.
The students’ scores in National examination sometimes increase and the other
times decrease below the average. The students always complain due to lack of
teachers’ teaching skills and subject matter knowledge. These all indicates the
CPD training did not attain its objectives. Therefore, there was no the
effectiveness of the implementation of CPD program in the sampled schools.
W (1, 3 and 4) I (1, 2, 5, 6, 7, 8, 9, and 10), February 27, March 06 and 10, 2014 morning and
afternoon.
The other participants reacted that:
In the sampled schools the implementation status of CPD program is almost in

bad condition. That means the school leaders and teachers ignored the CPD
issues. They are focusing on other teaching and learning issues. They forget the
principle that without updating teachers it is impossible to bring the desired
changes in the school.
W 2 T1 I (3, 4, 11, 12, and 13), March 03 and 13, 2014 morning and afternoon
In FGDs, all group discussants reflected that:
It is difficult to say that there is the effectiveness of the implementation of CPD

program in the sampled schools. There are different indicators which show
ineffectiveness of CPD program. For example, the lack professional ethics of
teachers; some teachers always come late to the school; they did not teach
students if the school leaders absent from the school for different cases. Each
and every year the students come to the office of school leaders to change
teachers due to lack of teaching skills and subject matter knowledge. The school
leaders always irritates due to the wastage of the periods without any reasons.
Therefore, the CPD program was not implemented in the sampled schools.
71
FGD1S1, FGD2S2, FGD3S3, FGD4S4 and FGD5S5, February 28, March 04, 07, 11, and 14,
2014 morning and afternoon
The FGDs discussants and interviewees replied that there was ineffectiveness of the
implementation of CPD program in the sampled schools and this supports the responses of
respondents in the questionnaire.
Lastly, the researcher checked the written documents regarding the effectiveness of the
implementation of CPD program. The checked written materials were: sampled schools’
annual and teachers’ individual CPD plan, the identified CPD priorities of each school, CPD
training certificate and action research conducted. From five sampled schools only one school
prepared certificate for teachers in the last year. Four schools did not identify CPD priorities
and they have no annual and individual CPD plan in this year (2014). Only 10 action
researches were prepared last year but in this year nobody tried to write action research.
In conclusion, the data collected from the instruments obviously point out that school leaders
witnessed that the CPD program was effective. But, teachers responded that there was no
effectiveness of the implementation of CPD program in the sampled schools.
4.6 Factors affecting the implementation of CPD program
There are encouraging and discouraging factors which affect the implementation of CPD
program positively and negatively respectively. This study focuses on the discouraging
factors which hinder the effective implementation of CPD program. Steyn (2011) identified a
number of aspects that may influence the effective implementation of CPD, such as; an
emphasis on teachers’ learning, the commitment of teachers, ineffective leadership, the
particular school context, and feedback given on CPD practices; i.e. teachers need to know
whether they are making any progress when implementing new CPD initiatives. Table 4.6
below shows a summary of respondents’ responses on the factors that affect effective
implementation of CPD.
72
Table 4.6 Responses of respondents on the factors affecting the implementation of
CPD program
1. Teachers are not well informed School leaders 15 3.93 .99

94 .82 .23
about the implementation steps Teachers 81 3.82 1.22
of CPD Total 96 3.81 1.18
17 .16 -1.48
Shortage of appropriate training Teachers 81 4.05 1.06
resources Total 96 3.91 1.15
Poor management of CPD
Teachers 81 3.90 1.04 94 .94 -.08
training time
Total 96 3.91 1.06
4. Lack of appropriate support School leaders 15 4.41 .83
94 .12 1.56
from school CPD coordinators Teachers 81 3.92 1.09
Total 96 4.01 1.06
Unwillingness of teachers’ to Teachers 81 3.74 1.15 94 .24 1.18
implement the CPD program
Total 96 3.71 1.16
Teachers’ overload work/lack Teachers 81 3.72 1.26 94 .68 .41
of sufficient time
Total 96 3.71 1.31
7. Absence of teachers’ ability or School leaders 15 3.60 1.40
.73 .34
skill to implement the CPD Teachers 81 3.50 1.34 94
program Total 96 3.50 1.35
8. Lack of support from School leaders 15 4.74 .72
94 .06 1.91
Woreda/Town education TDP Teachers 81 4.10 1.19
coordinators Total 96 4.22 1.15
The training is difficult to implement in Teachers 81 3.33 1.30 94 .86 -.18
classroom situations
Total 96 3.32 1.33
94 .79 .26
Lack of a systematic follow up Teachers 81 3.90 1.09
Total 96 3.90 1.10
11. School leaders 15 4.32 1.10 1.05
Absence of skilled and experienced supportive 94 .30
supervisory personnel. Teachers 81 4.01 1.07
Total 96 4.01 1.08
Absence of coordination between teachers and
Teachers 81 3.90 1.00 94 .96 .05
school principals
Total 96 3.90 .99
94 .37
Absence of well trained school CPD coordinators Teachers 81 4.20 .93 -.90
Total 96 4.11 .95
Adequate budget was not allocated to support 94 .57 -.57
CPD activities Teachers 81 4.40 .88
Total 96 4.30 .90
15. The negative attitude of principals/vice- School leaders 15 3.15 1.62
principals towards CPD Teachers 81 3.26 1.52 94 .62 -.50
Total 96 3.13 1.53
The framework and toolkit materials of CPD are 94 .35 -.95
Teachers 81 3.86 1.29
not clear and not helpful to implement CPD
Total 96 3.74 1.32
Total 96 3.83 0.68 94 .85 .19
N.B:-N-is number of respondents, M=mean score, SD=standard deviation,
p=sig. (2-tailed), and DF=degree of freedom
-Mean scores 1.00-1.80=Least Serious, 1.81-2.60=Less Serious, 2.61-3.40=Serious,
3.41-4.20=More Serious and 4.21-5.00=Most Serious
73
As indicated in table 4.6, items 1 to 3, 5 to 7, 9, 10, and 12 to 16, both respondents ranked
almost similarly as serious, more serious and most serious. The mean scores of teachers
ranging from 3.26-4.40 and that of school leaders 3.15-4.21 and the total mean scores also
ranging from 3.13-4.30. They ranked items 9 and 15 as serious. This shows that both
respondents approved that the difficultness of training to implement in classroom situations
and the negative attitude of principals/vice principals were serious factors which affected
the implementation of CPD program.
The respondents also ranked items 1 to 3, 5 to 7, 10, 12, 13, and 16 as more serious. This
indicates that lack of awareness for teachers about the implementation steps of CPD;
shortage of appropriate training resources; poor management of CPD training time;
unwillingness of teachers’ to implement the CPD program; teachers’ overload work/lack of
sufficient time; absence of teachers’ ability or skill to implement the CPD program; lack of
a systematic follow up; absence of coordination between teachers and school principals;
absence of well trained school CPD coordinators; and unclearness of framework and toolkit
materials of CPD were more serious factors which affected the effective implementation of
CPD program in the sampled schools. In addition to this, both respondents ranked items 9
and 15 as serious factors. Furthermore, they rated item 14 as most serious. This utters that
lack of adequate budget to support CPD activities was the most serious factors which
influenced the implementation of CPD program.
On the other hand, there was a slight difference of the respondents in the ranking for items
4, 8, and 11; i.e., the mean scores of teachers’ were determined to be 3.92, 4.10, and 4.01,
respectively and all mean scores fell in “more serious” scale. This depicts that teachers
assured that lack of support from school CPD and Woreda/Town education TDP
coordinators, and absence of skilled and experienced supportive supervisory personnel were
more serious barriers which influenced the effective implementation of CPD program.
The mean scores of school leaders of items 4, 8, and 11 were 4.41, 4.74, and 4.32,
respectively and all mean scores lay in the “most serious” scale. This expresses that school
leaders agreed that lack of support from school CPD and Woreda/Town education TDP
coordinators, and absence of skilled and experienced supportive supervisory personnel were
most serious determinants which affected the effective implementation of CPD program in
the sampled schools.
74
In addition to the above, to check if there was difference between school leaders and teachers
in their respond, independent samples “t” test analysis was conducted. The p-values of items
1 up to 16 ranges from .06-.96 are greater than .05 (see table 4.6). This indicates that there
was no statistically significant difference between the mean scores of two groups of
respondents. This might be because of the two groups of respondents’ have almost similar
views on the factors affecting the implementation of CPD program.
In open ended question, the respondents (teachers) listed the affecting factors of CPD
program as follows:
The school environment/training place is not conducive; lack of incentives,

rewards and encouragement, lack of commitment, and absence of cooperation.
In FGDs and interviews section the school CPD coordinators and Woreda/Town TDP
coordinators and supervisors were asked to list the factors that affecting the effective
implementation of CPD and measures that should be taken to overcome the challenges of
CPD program. They listed similar affecting factors with closed and open-ended questions in
questionnaires.
The Woreda/Town TDP coordinators and supervisors pointed out the following measures that
should be taken to overcome the challenges of CPD program. These are:
Stakeholders should design systematic follow up and support for CPD trainees
continuously; the school leaders should allocate adequate budget for CPD
training and follow up to check whether or not it is used efficiently; and
supervisors, CPD coordinators and TDP coordinators should have desired
knowledge and training skills on the CPD training.
W (2 and 4) I (3, 4, 8, 9, 10), March 03 and 10, 2014 morning and afternoon
The other participants also commented that:
We should give awareness creation training for teachers and school leaders by
collaborating with schools; the school leaders ought to encourage good
performed groups in CPD training and prepare conducive training place.
W (1 and 3)T1I (1, 2, 5, 6, 7, 11, 12, and 13), February 27, March 06 and 13, 2014 morning and
afternoon
75
The FGDs discussants recommended the following measures:
The Woreda/Town TDP coordinators should make discussion with school

leaders and teachers to change the negative attitude of school leaders and
teachers; school leaders and teachers should allocate sufficient time for CPD
training; and the school leaders should follow to know whether or not teachers
used the training time effectively (i.e., about 60 hours per year).
FGD1S1, FGD2S2, FGD3S3, FGD4S4 and FGD5S5, February 28, March 04, 07, 11, and 14,
2014 morning and afternoon
The findings of the study confirmed that the findings of the following researchers. Gosa
(2012) stated that lack of teachers’ positive attitude towards the program and lack of support
from Woreda education experts and supervisors were the major obstructing factors of CPD
program implementation and Chemir (2013) indicated that lack of willingness of teachers to
participate in the training, lack of support from school leaders and lack of collaboration with
teachers and school leaders were the factors that affected the implementation of CPD
program.
In conclusion, school CPD coordinators, Woreda/Town TDP coordinators indicated that there
were discouraging factors which affected the effective implementation of CPD program. In
questionnaire both groups of the respondents replied the factors affected CPD program more
seriously i.e., the overall total mean score was 3.83 and lay in “more serious” scale.
76
CHAPTER FIVE
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
This chapter contains four subsections. The first subsection deals with the summary of the
major findings, the second subsection presents conclusions which were drawn from the
summary of the major findings, the third one introduces alternative solutions which were
recommended to ease the problems encountered during CPD program implementation and
the fourth section deals with areas of future research.
5.1 Summary of the major findings
In this study the descriptive survey design and mixed (quantitative and qualitative) methods
were employed. Interview, FGDs, documents analysis and questionnaires were used as data
collecting instruments.
This study aimed to assess the implementation of CPD program by describing the existing
evidences and various realities of secondary and preparatory schools of Dawuro Zone. It is
also attempted to attain the following specific objectives: to explore teachers’ and principals’
perceptions towards CPD program; to identify the extent of stakeholders supporting and
following up activities on the CPD program; to find out the benefits of CPD program in
teaching and learning process; to examine how CPD is implemented in the schools and the
link of teachers’ day to day activities to their CPD program; and to identify the major factors
hindering the effective implementation of CPD. In order to achieve the major and specific
objectives the following basic/research questions were raised and answered in this study.
(1.) To what extent is the implementation of CPD program effective in the schools?
(2.) How do principals and teachers perceive the CPD program in the schools?
(3.) What do the school leaders’ support and follow up CPD program in the schools look
like?
(4.) What are the benefits of CPD program in teaching learning process in the schools?
(5.) What major factors hinder the effective implementation of CPD program in the
schools?
77
5.1.1 Perceptions of teachers and school leaders on the CPD program
Both respondents perceived CPD positively as a means to improve their subject and
instructional knowledge, professional growth, teaching/leadership competence, and
teaching/leadership knowledge and skills. The respondents also perceived it as a means to
improve students’ academic achievements.
On other hand, the majority of the respondents (teachers) believed CPD negatively as it is not
used to update their pre-service training knowledge and skills and cannot help them to use a
variety of student centered teaching methods. It is not interesting and participatory and does
not also enable them to develop self-confidence. It is a burden loaded upon them by the
government, impractical in the school situation and they also conceived its training boring.
But, they did not decide whether or not it encourages them to remain their profession.
In open ended question, some teachers perceived CPD as positively and the others negatively.
They perceived CPD positively as it fulfills skills gap in teaching methods and increases
experience sharing and intimate friendship among colleagues. It is also a strategy to solve
teaching learning problems. They perceived CPD negatively as it cannot develop teaching
skills and knowledge rather than consuming time and there is no any incentives whether they
participated in the training or not.
In the interviews session, the interviewees indicated that almost all school leaders perceive it
positively. They further indicated that the school leaders are obedient to run the CPD training
in their school continuously. But, teachers perceived CPD both positively and negatively.
They said that teachers develop negative perception towards CPD due to there might be lack
of sufficient time and overloaded work condition, lack support from concerned bodies, no
budget allocation ,lack of evaluation and systematic follow up, lack of incentives and
refreshments during CPD training, absence of well trained and experienced CPD
coordinators. The difference might occur due to the school leaders tried to defend themselves.
Regarding perceptions of school leaders and teachers, the FGDs discussants replied that the
school leaders talk positively about CPD but they did not implement. Regarding teachers,
most of them did not understand the fact that CPD was designed to update their teaching
skills and knowledge. They thought that they were taking the training CPD for the benefit of
the government or for the school leaders. The school leaders also disobedient to participate in
the school group CPD training and when they were invited to participate in the training they
78
say that they were too busy. Most of the teachers were joking when they were called to
participate in the training. These perceptions of school leaders and teachers made very
difficult to run the training. They responded that the negative perception of teachers occurred
due to there might be insufficient time because most teachers were working in two shifts.
There was no conducive environment for the training, no systematic follow up and evaluation
system and no payment difference whether they participated in the training or not.
5.1.2 School leaders support and follow up activities on the CPD program
Both respondents proved that supervisors did not crosscheck the implementation of CPD by
preparing checklist.
The majority of the respondents (teachers) proved that there were no professional
development trainings and allocation of budget for training. They indicated that there were no
supporting and guiding in the preparation of portfolio and CPD Module and the feedback was
not given at the end of each training session. They also depicted that the monitoring and
evaluation strategies for the school to support CPD program implementation, encouragement,
giving the training materials for teachers and following up activities of principals/vice
principals during the CPD training to some extent did not practice in the sampled schools.
In open ended question, the majority of teachers responded by supporting the closed ended
questions; i.e., the CPD training was not given in the regular way and nobody pay attention
on the issues of CPD training. They also indicated that teachers do not have awareness about
CPD and there was no coordination in the school for CPD training. The school leaders have
no awareness to give support and guidance for teachers and no supervisor was assigned in
two Woredas.
In interviews part the Woreda/Town TDP coordinators and supervisors replied that in this
year (2014) they did not give any training and did not make discussion with school leaders
and teachers rather than tried to supervise the implementation of it. They said that this is
because of they have no sufficient time and overloaded in another teaching and learning
issues. They also said that the mandate was given for school leaders to run the CPD program
by using the last year training. The other participants added that they are preparing checklists
to check the practices of CPD training for second semester in this year (2014); they said that
to speak frankly they did not give attention for CPD training in the schools. They start to run
when ZED/REB asks them to give reports about CPD training. They also replied as they have
79
not led the training in the regular way. They did not design systematic way of supporting and
following up activities.
Concerning of school leaders support and follow up activities on the CPD program, the
FGDs discussants said that the school leaders assigned them as CPD coordinators for
formality and reporting purpose. But, they have no awareness on the framework and
practical toolkit of CPD program because nobody gave them awareness creation training.
They tried to prepare short trainings on the issues of CPD trainings but they did not get
budget because the budget was not allocated for CPD trainings at all; in addition to this,
to tell the truth including us nobody give attention about CPD; the concerned bodies like
Zone/Woreda/Town TDP coordinators and supervisors were coming to the school but
they did not focus on the issues of CPD training; the school leaders also did not want to
give support and follow up rather than asking them to give report when they were asked
to write it for Woreda/Town education office. Moreover, the negative attitudes of teachers
towards CPD training made difficulty to follow up and give support.
From the document analysis, the researcher observed that all sampled schools have training
materials that were prepared by MoE. Few numbers of teachers prepared CPD modules and
portfolios but it was not checked and approved by the concerned bodies.
5.1.3 Benefits of CPD Program in the teaching and learning process
Both groups of the respondents agreed that CPD extended/improved subject

matter/leadership/management knowledge and skills; encouraged them to solve
students'/teachers' problems. It enabled them to manage their classroom effectively and
resulted in improved achievement for students. It also gave them direction how to
implement/supervise continuous assessment. But, they did not believe that CPD enabled them
to get licensing and re-licensing opportunity and improved their professional ethics.
Whereas, the majority of the respondents did not conceive that CPD addressed immediate
school and classroom needs and changed the way they think about teaching and learning.
They did not believe that CPD made them use active learning methods effectively and created
cooperation between them and principals/vice-principals. They also did not accept that CPD
allowed them to give counseling and guidance service to students.
80
In FGDs and interviews session the discussants and interviewees responded as they believed
that CPD plays an important role in developing/improving teachers teaching skills and
knowledge which results in improving students’ achievements.
5.1.4 The effectiveness of the implementation of CPD program
The majority of the respondents (teachers) replied as school leaders and teachers have no
annual and individual CPD plan; all teachers did not prepare their CPD modules and portfolio
and a certificate was not prepared for teachers after completion of the trainings; action
research was not prepared. In general, CPD program was not successfully implemented in
this school by all teachers. In addition to this, the identification of CPD priorities,
organization and check of portfolios, allocation of sufficient training time, and preparation of
CPD training report at the end of every session were not accomplished to some extent. It also
indicates that teachers’ instructional knowledge and skills were not improved; and continuous
assessment and active learning methods were not applied after CPD training as required.
In interview session, the Woreda/Town TDP coordinators and supervisors indicated that
the teachers’ teaching method skills and knowledge were not updated and the students’
achievement was not improved. The students always complain due to lack of teachers’
teaching method skills and subject matter knowledge. The other participants responded as
in the sampled schools the implementation status of CPD program is almost in bad
condition. That means, the school leaders and teachers ignored the CPD issues. They are
focusing on the other teaching and learning issues. They forget the principle that without
updating teachers it is impossible to bring the desired changes in the school. These all
indicates that the CPD training did not attain its objectives.
In FGDs part, the discussants indicated that it is difficult to say that there is the effectiveness
of the implementation of CPD program in the sampled schools. There are different indicators
which show ineffectiveness of CPD program. For example, the lack professional ethics of
teachers; some teachers always come late to the school; they did not teach students if the
school leaders absent from the school for different cases. Each and every year the students
come to the office of school leaders to change teachers due to lack of teaching skills and
subject matter knowledge. The school leaders always irritate due to the wastage of the
periods without any reasons.
81
Finally, the researcher checked the written documents about CPD issues. From five sampled
schools only one school prepared certificate for teachers in the last year. Four schools did not
identify CPD priorities and they have no annual and individual CPD plan in this year (2014).
Only 10 action researches were prepared last year but in this year nobody tried to write action
research.
5.1.5 Factors affecting the implementation of CPD program
Both groups of the respondents approved that lack of awareness for teachers about the
implementation steps of CPD, poor management of CPD training time, lack of appropriate
support from school CPD coordinators, unwillingness of teachers’ to implement the CPD
program; teachers’ overload work/lack of sufficient time, lack of a systematic follow up,
absence of skilled and experienced supportive supervisory personnel, absence of coordination
between teachers and school principals, absence of well trained school CPD coordinators, and
lack of adequate budget to support CPD activities were more serious factors.
Nevertheless, the majority of the respondents (teachers) ranked that lack of support from
school CPD and Woreda/Town education TDP coordinators, and absence of skilled and
experienced supportive supervisory personnel were more serious barriers which influenced
the effective implementation of CPD program.
82
5.2 Conclusions
Based on the summary of the major findings, the following conclusions were drawn.
To run the CPD training effectively, it needs positive perceptions of stakeholders especially
teachers, because teachers are the key doers to accomplish the intended quality of education
through CPD. This clearly requires positive attitude of teachers towards the practice of CPD
program. Furthermore, the findings expressed that the teachers perceived CPD in two angles
(i.e. positively and negatively). Unless teachers perceive CPD program positively, it is very
difficult to undergo the training effectively since CPD program focuses on the professional
development of teachers. Therefore, it is possible to conclude that there is no fertile ground
for CPD training in the sampled schools and which contributed to failures of the training.
The Ministry of Education in Ethiopia developed clear guideline of CPD for school teachers
in 2004. The roles of school leaders were clearly indicated in this guideline. CPD program
needs regular administration that requires the provision of clear instruction in the succession
of action to be followed. These make the aims of training clear to perform support and follow
up on its activities. Nevertheless, the findings indicated that the majority of the respondents
(teachers) reacted that there were no school leaders support and follow up activities on the
CPD program. From this, one can conclude that the CPD program was not implemented
successfully in the sampled schools.
CPD program has many different benefits in teaching and learning process. The findings of
the study showed that the majority of the respondents (teachers) were supporting some
benefits of CPD but were not supporting the most benefits of it. Therefore, it is concluded
that there is no suitable conditions for implementation of CPD program in the sampled
schools. This again resulted in the failures of the CPD training in the sampled schools.
The Ministry of Education in Ethiopia planned different strategies and activities to implement
the CPD program effectively. However, the findings of the study showed that there was no
effectiveness of the implementation of CPD program in the sampled schools. In FGDs and
interviews session the participants also said that there were no CPD activities in the sampled
schools and almost all concerned bodies ignored CPD issues.
As it was indicated in the findings of the study, there were different hindering factors of CPD
program. Both groups of the respondents replied that the hindering factors as more serious
83
factors. From this, it is possible to conclude that the hindering factors made difficulty to
implement the CPD program successfully.
In general, the CPD program was not successfully implemented in the sampled schools due to
negative perceptions of teachers and absence of school leaders support and follow up
activities and many more discouraging factors.
5.3 Recommendations
Based on the findings of the study, the following recommendations were forwarded.
1. In the findings of the study negative perceptions/attitudes of teachers towards CPD

training was indicated as one of the factors for failure of successful implementation of
CPD program at sampled schools. Reducing teachers’ negative perceptions/attitudes
towards CPD requires integrated efforts of stakeholders. Therefore, the following
strategies were recommended to reduce teachers’ negative perceptions/attitudes.
 ZED and Woreda/Town Education Office should reduce the work load of teachers
by recruiting sufficient number of teachers. Teachers work load should not be
considered only as the number of periods he/she has per week, but preparation of
lesson plan and teaching aid, reading the text and reference books to present the
lesson, assignment and test/examination correction and recording the scores of
students are all required activities of teachers’ out-of-classroom teaching periods.
 The school should prepare interesting/conducive classroom for CPD training.
 Woreda/Town Education Office ought to apply licensing, re-licensing,
certification and career level for teachers after finishing the CPD training.
 REB should include the completion of CPD training as one criteria when selecting
teachers for upgrading (like from diploma to first degree, from first degree to
second degree)
2. The findings of the study revealed that there were no school leaders support and follow
up activities on the CPD program in the sampled schools and these resulted in ineffective
implementation of CPD program. Therefore, to run the CPD training effectively the
concerned bodies (Woreda/Town education office and school) ought to perform the
following things.
 Preparing awareness creation training in the preparation of modules and portfolios
for school academic staff.
84
 Designing systematic support, follow up and evaluation strategies continuously.
 Organizing the training materials.
 Allocating the necessary budget and controlling to check whether or not it is used
efficiently.
 Cross checking the implementation of CPD and giving feedback continuously.
3. As it was indicated in the findings, the majority of respondents (teachers) conceived that
CPD program has no benefit in teaching and learning process. Therefore, the school
leaders should make continuous discussion with teachers by verifying the benefits of CPD
in teaching and learning process.
4. The findings of the study indicated that the CPD program was less effective in the
sampled schools. Hence, the following measures should be taken to implement the CPD
program effectively.
 The school should allot sufficient training time and check whether or not the
teachers use it effectively.
 The school ought to prepare the report on the CPD issues that are its progress and
challenges at the end of every sessions and the Woreda/Town education offices
ought to ask the report and give feed backs by cross checking what has been done
in the schools and what has been written in the report.
 The school leaders should identify CPD priorities clearly and make discussion with
teachers.
 The school leaders and individual teacher should prepare annual and individual
CPD plan respectively.
 Teachers ought to conduct action research and the school leaders should encourage
teachers to conduct it and allocate the necessary budget for the research.
 Teachers should apply continuous assessment and active learning methods and the
school leaders should cross check/supervise its accomplishment.
 All teachers who are in junior career level ought to prepare CPD modules and
portfolio and the school leaders ought to organize and check CPD modules and
portfolio continuously.
5. The findings of the study pointed that the CPD program was delayed by many
discouraging factors in the sampled schools. As a result, to solve these problems it was
recommended that all the concerned bodies should take the following actions.
 The MoE should prepare adequate training materials/resources for teachers.
85
 The MoE should make the framework and toolkit materials of CPD clear and
helpful to implement CPD program.
 The MoE ought to redesign the training within classroom situations.
 The school should assign well trained, skilled and experienced supportive
supervisory personnel and school CPD coordinators.
 The school ought to give support to improve teachers’ ability or skill in the
 The school should create coordination between teachers and school leaders.
6. As it was clearly shown in the findings of the study, the CPD training is an ignored issue
in the sampled schools. Thus, the concerned bodies (Woreda/Town and school) should
take immediate measures; otherwise it has negative impact in the teaching and learning
process.
5.4 Areas for Future Research
CPD is a very wide topic. But, this research assessed only the implementation of CPD
program in five secondary and preparatory schools of Dawuro Zone. Therefore, interested
researchers might sample the wider stakeholders like ZED, REB, and TEIs in advance. They
may also look into primary schools across Zones/Regions.
86
References
Abebe Demissie. (2012). Teachers’ and Principals’ Perception of Continuous Professional

Development Program in Hawassa Government Secondary Schools. Unpublished MA
Thesis, Hawassa University.
Afework Gebretsadik. (2007). Status of School-Based Teachers’ Professional Development:
A Case Study of Selected Schools in Tigray. Unpublished MA Thesis, AAU.
Aga Etana. (2009). The Status of Continuous Professional Development program in
Government Secondary Schools: The Case East Wollega Zone. Unpublished MA
Thesis, Addis Ababa University.
Alemayehu Gezahagn. (2011). The Practices and Challenges of Teachers’ Professional
Development Program in Secondary Schools of Bale Zone. Unpublished MA Thesis,
Addis Ababa University.
Amare, A., Daniel, D., Derebsa, D., & Wana, L. (2006). Ethiopian pilot study of teachers
Professional Development-quality in education, teaching and Learning: Perceptions
and practice. The Ethiopian Journal of Education, 26(2), 1-23.
Ashdown, J., & Rossi, B.H. (2005). The impact of program adoption on teachers’
professional lives. In Beijaard, D., Meijer, P.C., Dershimer, G.M. (Eds.).
Teacher Professional Development in Changing conditions, 34(1), 213-229.
Barrow, K. et al. (2006). Cross-national Synthesis on Educational Quality. American
Institute for Research. New York Press Inc.
Best, J. W. and Kahn, J.V. (2006). Research in education: (10th ed.). Boston, Pearson
education Inc.
Blandford, S. (2000). Managing Professional Development in Schools: Great Britain, St,
Edmunds Bury Press.
Bolam, R (2000). Emerging Policy Trends: some implications for CPD, Journal of In-Service
Education, 26(2), 267-280.
Bradley H. et.al. (1994). Developing Teachers, Developing Schools: London, David Fulton
press.
Chemir Haile (2013). Practices and Challenges of the Implementation of Continuous
Professional Development in Secondary Schools of Gurage Zone. Unpublished MA
Thesis, Dilla University.
Clegg, S. (2003). ‘Problematizing Ourselves: Continuing Professional Development in
Higher Education,’ International Journal for Academic Development 8 (1/2), 37-50.
Cohen, L., Manion, L., & Morrison, K. (2005). Research methods in education. (5th ed.).
London: Routledge.
Craft, A (1996) Nourishing Educator Creativity: an holistic approach to continuing
professional development, British Journal of In-service Education, 22(3), 309-323.
Craft,A. (2000). Continuing Professional Development: A practical Guide for Teachers and
Schools. (2nd ed.). London: Routledge Falmer.
Creswell, J. W. (2009). Research design: Qualitative, quantitative and mixed method
Approaches. Thousand Oaks, California: Sage publication.
Dadds, M (1997) Continuing Professional development: nurturing the expert within, British
Journal of In-Service Education, 23(1), 31-38.
87
David, G. (2006). Professional Development for leaders and management of self governing
schools. Newcastele, the Netherlands and Australia: Springer Printing Press.
Day, C. (1999). Developing teachers: The Challenges of life-long learning. London:
Routledge Falmer, Taylor and Francis group.
Desimone, L.M. (2009). Improving Impact Studies of Teachers’ Professional Development:
Toward Better Conceptualizations and Measures. American Educational Research
Association, 38, 181.
Elizabeth, S. (2011). An Assessment of the Implementation of Continuing Professional
Development Programs for Primary School Teachers in Malawi: A Case of Zomba
Rural Education district. PhD Dissertation, University of Fort Hare.
EU. (2010). Teachers’ Professional Development: Europe in International Comparison.
Luxembourg, Belgium (retrieved from: http://ec.europa.eu/education).
Evans, L. (2002). What is Teacher Development? Oxford Review of Education, 28 (1), 123-
124.
Ewnetu & Firdisa. (2010). Teachers’ perceptions of School Based Continuous Professional
Development in Jimma zone selected schools. The Ethiopian Journal of Education, 5
(2), 3.
Ewnetu Hailu. (2009). Teachers’ Perceptions and Practices of Continuous Professional
Development: The Case of Selected Primary Schools in Jimma Zone. Unpublished
MA Thesis, Addis Ababa University.
Fraser, C., Kennedy, A., Reid, L., & Mckinney, S. (2007). Teachers’ continuing professional
development: Contested concepts, understandings and models. Professional
Development in Education, 33(2), 153 – 169.
Friedman, A., Davis, K., and Phillips, M. (2000) Continuing Professional Development in the
UK: Policies and programs, Bristol :PARN.
Fullan, M. (1991). The new meaning of educational change. New York: Teachers College
Press
Gaey, L. et al. (2009). Educational research: competencies for analysis and application. New
Jersey: Columbus.
Getachew Assefa. (2010). Practices and Challenges of Teachers’ CPD in Schools: The Case
of Secondary Schools of Oromia Special Administration Zone Surrounding Finifine.
Unpublished MA Thesis, AAU.
Gizaw Tussisa. (2006).Teaching Professionalism: Schools Level Teachers Continuous
Professional Development. Unpublished MA Thesis, Addis Ababa University.
Glatthorn, A. (1997). The Principal as a curriculum leader: Shaping what is tough and
tasted. California: Crown Press Inc.
Gosa Burayu (2012). The Practices of Teachers’ Continuous Professional Development
Program in Selected General Secondary School of Jimma Zone. Unpublished MA
Thesis, AAU.
Guskey, T.R. (2002). Professional development and teacher change. Teachers and teaching:
Theory and practice. Taylor & Francis Group 8 (3/4), 381 – 391.
Hailesellasie Fisseha (2004). The Status of Continuous Professional Development Programs
for Secondary School Teachers in Addis Ababa City Administration. Unpublished
MA Thesis, AAU.
88
Harland, J and Kinder, K. (1997). Teachers’ Continuing Professional development: framing a
model of outcomes, British Journal of In-Service Education, 23(1), pp. 71-84.
Higher Education Academy. (2005). Individual Recognition Scheme [Online] New York:
HEA. Retrieved on May 29, from:
www.heacademy.ac.uk/ourwork/professional/recognition.
Hussein Ahmed (2011). Teachers’ Motivation for and Involvement in Continuous
Professional Developmental Learning and Improvement: Study on Secondary School
Teachers in the West Hararghe Administration Zone. Unpublished MA Thesis, AAU.
IAESB. (2008). Approaches to Continuing Professional Development (CPD) Measurement:
Information Paper, New York.
Kennedy, A. (2005). Models of professional development: A framework for analysis. Journal
of In-service Education, 31(2), 235 – 250.
Kerr, S. (1997). Continuing Professional Development at the University of Washington:
Context Issues–Directions. College of Education; University of Washington; Seattle,
Washington.
Khan, B., Begum, S. (2012). Portfolio: A Professional Development and learning tool for
teachers. International Journal of Social Science and Education, 2(2), 363-377.
Landt, S.M. (2002). Cooperating teachers and professional development. Teaching and
Teacher Education [full text from ERIC] ERIC Number: ED466700
Leiberman, A. and Wood, D. E.(2002). From network learning to classroom teaching.
Journal of Educational Change, 3, 315-337.
Melkie Jenber. (2010). The Implementation of Continuous Professional Development in
General Seconday Schools of South Gondar Zone. Unpublished MA Thesis, AAU.
MoE. (1994). The Education and Training Policy of the Federal Republic of Ethiopia. Addis
Ababa, Ministry of Education: St. George Printing Press.
MoE. (2003). Teacher Education System Overhaul (TESO) Handbook. Addis Ababa.
MoE. (2004). Continuous Professional Development for school teachers. A guideline, Addis
Ababa.
MoE. (2005). Education Sector Development Program III (ESDP-III): Program Action Plan.
Ministry of Education, Education Management Information Systems (EMIS)
Department. Addis Ababa.
MoE. (2009). Continuous Professional Development for Primary and Secondary School
Teachers, Leaders and Supervisors in Ethiopia. The Framework, Addis Ababa.
Mohammed Agize (2012). An Assessment on the Status of Continuous Professional
Development for Secondary School Teachers in Silte Zone. Unpublished MA Thesis,
Hawassa University.
Nicholas, G. (2001). Professional Development in Higher Education: A resource Book for
Trainer-trainers. Cambridge University Press Publishers.
Schulz, R. A. (2001). Cultural differences in student and teacher perceptions concerning the
role of grammar instruction and corrective feedback: USA-Colombia. The Modern
Language Journal, 85(2), 244-258.
Seldin, P. (1991). The teaching portfolio: A practical guide to improved performance and
promotion/tenure decisions (2nd ed.). Bolton: Abker Publishing Company.
89
Smith, C., and Gillespie, M. (2007). Research on professional development and teacher
change: Implications for adult basic education. Review of Adult Learning and
Literacy. Retrieved on 10th July 2010
http://www.ncsall.net/fileadmin/resources/ann_rev/smith-gillespie-07.pdf.
Styen, G.M. (2011). Continuous Professional Development in South Africa schools: Staff
perceptions and the role of principals. The South African Journal of Education, 28 (1),
43-48.
UNESCO. (2006). Teachers and Educational Quality: Monitoring Global Needs for
2015.Montreal: UNESCO Institute for Statistics: 71.
Villegas-Reimers, E. (2003). Teachers Professional Development: An International Review of
Literature. Paris: International Institute for Educational Planning. Retrieved on June
2o, 2010 from: http://www.unesco.org/iiep.
WestEd. (2000). Teachers who teach, kids who achieve. San Francisco: WestEd.
Winsor, P. (1998). A Guide to developing professional portfolio in the faculty of education.
Retrieved January 3, 2004, from http://www.edu.uleth.ca/fe/pdf/porfolio_guide.pdf.
Yaekob Tsegaye (2009). A comparative Study of the Implementation of Continuous
Professional Development Program between Public and Government Primary Schools
of Addis Ababa City Administration. Unpublished MA Thesis, AAU.
Yihunie Melak (2008). The practices and Challenges of CPD Program in Primary Schools of
West Gojam. Unpublished MA Thesis, AAU.
Zenebe Bekele (2007). School-Based Practice of Teachers’ Professional Development in
Senior Secondary Schools of Northern Shewa. Unpublished MA Thesis, AAU.
ት/ሚ፡፡ (2007) ፡፡ የኢት/ያ መምህራን ልማት መርሃ-ግብር ገዥ መመሪያ፡፡ትምህርት ሚኒስቴር፣አዲስ አበባ::
ያለው እንዳወቀ፡፡(2011)፡፡ የምርምር መሠረታዊ መርሆዎችና አተገባበር፡፡ሁለተኛ እትም፣ንግድ ማተሚያ
ድርጅት፣አዲስ አበባ፡፡
ደ/ክ/ትም/ቢሮ፡፡ (2012) ፡፡ የተከታታይ ሙያ ማሻሻያ አተገባበር ችግሮች ዙሪያ መረጃ ተሰብስቦ የተዘጋጀ ሪፖረት፡፡
ሐዋሳ፣ ያልታተመ፡፡
ደ/ክ/ትም/ቢሮ፡፡ (2013) ፡፡ የተከታታይ ሙያ ማሻሻያ አተገባበር ችግሮች ዙሪያ መረጃ ተሰብስቦ የተዘጋጀ ሪፖረት፡፡
ሐዋሳ፣ ያልታተመ፡፡
ዳ/ ዞ/ ት/ መምሪያ፡፡ (2012) ፡፡ ዓመታዊ የት/ት ሥራ ርፖሪት፣ያልታተመ::
ዳ/ ዞ/ ፋ/ ኢ/ ል/ መምሪያ፡፡ (2012) ፡፡ ዓመታዊ የሥራ ሪፖርት፣ያልታተመ፡፡
90
APPENDICES
Appendix-A
Addis Ababa University
School of Graduate Studies
College of Education and Behavioral studies
Department of Educational Planning and Management
A questionnaire to be filled by teachers.
Dear respondents,
This questionnaire is prepared for collecting relevant data to assess the implementation of
Continuous Professional Development (CPD) in Secondary and Preparatory Schools of
Dawuro Zone. All information you provided will be strictly kept confidential and will be
used only for an academic purpose. The findings of this study serve to forward
recommendations for possible improvements and adjustments in the program. Thus, you are
kindly requested to contribute in filling out the questionnaire responsibly.
Note: - There is no need of writing your name.
-You are kindly requested to respond to all items.
Thank you very much for your cooperation!

1. General Information
The following items are presented to describe general information of the respondents. So
choose one from the given alternative and put “” mark in the box given.
1.1. Name of the School:--------------------------------------------------------

1.2. Sex: (1) Male (2) Female
1.3. Educational level
1.3.1 Diploma
1.3.2 First Degree
1.3.3 Master degree
1.4 Position in career ladder
1.4.1 Beginner teacher
1.4.2 Junior teacher
1.4.3 Teacher
1.4.4 Senior teacher
1.4.5 Associate Lead teacher
1.4.6 Lead teacher
1.4.7 Senior Lead teacher
2. Perceptions of teachers on the CPD program.
Please use one of the following scales to indicate your level of agreement on the items
below.
5=Strongly Agree (SA), 4=Agree (A), 3=Undecided (UD), 2=Disagree (DA), and 1=Strongly
Disagree (SDA)
Use “” mark to specify your rating for each of the statements in the table below.
No. Perceptions and views on CPD. SA A UD DA SDA
(5) (4) (3) (2) (1)
2.1 CPD is a means to improve the subject and instructional knowledge
2.2 CPD is used to update my pre-service training knowledge and skills
2.3 CPD improves students’ academic achievements
2.4 CPD plays an important role in improving my professional growth
2.5 CPD can help me to use a variety of student centered teaching methods
2.6 CPD is interesting and participatory
2.7 CPD encourages me to remain in my profession
2.8 CPD improves my teaching competence
2.9 CPD is a means to develop my teaching knowledge and skills
2.10 CPD enables me to develop self-confidence
2.11 If any other, Please specify your perceptions in words about CPD in the space given
below.
-----------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------
-----------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------
3. School leaders support and follow up activities on the CPD program.
below.
5=Strongly Agree (SA), 4=Agree (A), 3=Undecided (UD) 2=Disagree (DA), and 1=Strongly
Disagree (SDA)
Use ‘‘’’ mark to specify your rating for each of the statements in the table below.
No. support and follow up activities SA A UD DA SDA
(5) (4) (3) (2) (1)
3.1 The school has given the necessary professional development
trainings on the new CPD approach for me.
3.2 The school has designed monitoring and evaluation strategies for the
school teachers to support CPD program implementation.
3.3 The school has encouraged me to participate in CPD training
continuously
3.4 The school has given the necessary materials and support to me
3.5 School CPD coordinators have prepared short term trainings for me
on the preparation of CPD module and portfolio
3.6 CPD activities of teachers’ is followed up by principal/vice-
principals continuously
3.7 The necessary budget was allocated for CPD trainings in the school
3.8 Short term trainings are given on the CPD issues for CPD
coordinators
3.9 The school CPD coordinators are supporting and guiding CPD
activities effectively
3.10 Feedback is given for me at the end of each training sessions
3.11 The school supervisor supports teachers in the preparation of
portfolio and CPD Module
3.12 The school supervisor cross checks the implementation of CPD by
preparing checklist
3.13 Please specify other support and follow up activities given by stakeholders on the
implementation of CPD in your school.
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
4. Benefits of CPD Program in the teaching and learning process
below.
Disagree (SDA)
No. Benefits of CPD program SA A UD DA SDA
(5) (4) (3) (2) (1)
4.1 Improved subject matter knowledge and skills
4.2 Encouraged me to solve students’ problems
4.3 Enabled me to manage my classroom effectively
4.4 Gave me direction how to implement continuous assessment
4.5 Addressed immediate school and classroom needs
4.6 Changed the way I think about teaching and learning
4.7 Made me use active learning methods effectively
4.8 Created cooperation between me and principals/vice-

principals
4.9 Resulted in improved achievement for students
4.10 Allowed me to give counseling and guidance service to

students
4.11 Enabled me to get licensing and re-licensing opportunity
4.12 Improved professional ethics of teachers
4.13 If any other benefits of CPD program, please specify.

---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
5. The effectiveness of the implementation of CPD program
below.
5=Strongly Agree (SA), 4=Agree (A), 3=Undecided (UD), 2=Disagree (DA) and 1=Strongly
Disagree (SDA)
Use “”mark to specify your rating for each of the statements in the table below.
No. CPD implementation SA A UD DA SDA
(5) (4) (3) (2) (1)
5.1 The school CPD priorities are clearly identified
5.2 The discussion is made after the identification of CPD priorities
5.3 The school has annual CPD plan
5.4 I have my own CPD plan
5.5 All teachers prepared their CPD modules and portfolio in the school
5.6 Portfolios of teachers are organized and checked continuously
5.7 A certificate is prepared for me after completion of the trainings
5.8 Sufficient time is allotted for CPD training in the school
5.9 My instructional knowledge and skills improved after CPD training
5.10 Action research is prepared after CPD training
5.11 Continuous assessment is applied after CPD training
5.12 Active learning methods are implemented after CPD training
5.13 The school report is prepared at the end of every sessions
5.14 In general, CPD program is successfully implemented in this school

by all teachers
5.15 If any other, please specify.
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
6. Factors affecting the implementation of CPD program
Please give rank to the following barriers from the most serious to the least serious
5=Most Serious (MS), 4= More Serious (Ms), 3= Serious (S), 2= Less Serious (LS), and
1=Least Serious (Ls)
No. Barriers in implementing CPD MS Ms S LS Ls
(5) (4) (3) (2) (1)
6.1 Teachers are not well informed about the implementation steps of CPD
6.2 Shortage of appropriate training resources
6.3 Poor management of CPD training time
6.4 Lack of appropriate support from school CPD coordinators
6.5 Unwillingness of teachers to implement the CPD program
6.6 Teachers’ overload work/lack of sufficient time
6.7 Absence of teachers’ ability or skill to implement the CPD program
6.8 Lack of support from Woreda/Town education TDP coordinators
6.9 The training is difficult to implement in classroom situations
6.10 Lack of a systematic follow up
6.11 Absence of skilled and experienced supportive supervisory personnel.
6.12 Absence of coordination between teachers and school principals
6.13 Absence of well trained school CPD coordinators
6.14 Adequate budget was not allocated to support CPD activities
6.15 The negative attitude of principals/vice-principals towards CPD
6.16 The framework and toolkit materials of CPD are not clear and not helpful
to implement CPD
6.17 Please list if there are some more barriers which teachers are facing in CPD implementation.
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
Appendix-B
Addis Ababa University
School of Graduate Studies
College of Education and Behavioral studies
Department of Educational Planning and Management
A questionnaire to be filled by school leaders.
Dear respondents,
This questionnaire is prepared for collecting relevant data to assess the implementation of
Continuous Professional Development (CPD) in Secondary and Preparatory Schools of
Dawuro Zone. All information you provided will be strictly kept confidential and will be
used only for an academic purpose. The findings of this study serve to forward
recommendations for possible improvements and adjustments in the program. Thus, you are
kindly requested to contribute in filling out the questionnaire responsibly.
Note: - There is no need of writing your name.
-You are kindly requested to respond to all items.
Thank you very much for your cooperation!

1. General Information
The following items are presented to describe general information of the respondents. So
choose one from the given alternative and put “” mark in the box given.
1.1 Name of the School :----------------------------------------------------

1.2 Sex: (1) Male (2) Female
1.3 Your capacity/post in the school
1.3.1 Principal
1.3.2 Vice-principal
1.4 Educational level
1.4.1 Diploma
1.4.2 Degree
1.4.3 Master degree
1.5 Position in career ladder
1.5.1 Beginner principal/vice-principal
1.5.2 Junior principal/vice-principal
1.5.3 Senior principal/vice-principal
1.5.4 principal/vice-principal
1.5.5 Associate Lead principal/vice-principal
1.5.6 Lead principal/vice-principal
1.5.7 Senior Lead principal/vice-principal
2. Perceptions of principals and vice-principals on the CPD program.
below.
5=Strongly Agree (SA), 4=Agree (A), 3=Undecided (UD), 2=Disagree (DA), and 1=Strongly
Disagree (SDA)
Use “” mark to specify your rating for each of the statements in the table below.
No. Perceptions and views on CPD. SA A UD DA SDA
(5) (4) (3) (2) (1)
2.1 CPD is a means to improve the subject and instructional
knowledge
2.2 CPD is used to update my pre-service training knowledge and
skills
2.3 CPD improves students’ academic achievements
2.4 CPD plays an important role in professional growth of

principal/vice-principals
2.5 CPD can help a teacher to use a variety of student centered
teaching methods
2.6 CPD is interesting and participatory
2.7 CPD encourages me to remain in my profession
2.8 CPD improves my leadership competence
2.9 CPD is a means to develop my leadership knowledge and skills
2.10 CPD enables me to develop self-confidence
2.11 If any other, Please specify your perceptions in words about CPD in the space given below.
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------------
3. School leaders support and follow up activities on the CPD program.
below.
Disagree (SDA)
No. support and follow up activities SA A UD DA SDA
(5) (4) (3) (2) (1)
3.1 The school has given the necessary professional development trainings
on the new CPD approach for teachers.
3.2 The school has designed monitoring and evaluation strategies for the
school to support CPD program implementation.
3.3 The school has encouraged teachers to participate in CPD training
continuously
3.4 The school has received the necessary materials and support from the
Woreda/town to implement CPD training in the school
3.5 The school CPD coordinators are initiated to prepare short term
trainings for teachers on the preparation of CPD module and portfolio
3.6 CPD activities of teachers’ are followed up by principal/vice-principals
continuously
3.7 The necessary budget was allocated for CPD trainings in the school
3.8 Short term trainings are given on the CPD issues for CPD coordinators
3.9 The school CPD coordinators are supporting and guiding teachers CPD
activities effectively
3.10 Feedback is given for the teachers at the end of each training sessions
3.11 The school supervisor supports teachers in the preparation of portfolios
and CPD Modules
3.12 The school supervisor cross checks the implementation of CPD by
preparing checklist
3.13 Please specify other support and follow up activities given by stakeholders on the
implementation of CPD in your school.
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------------------
4. Benefits of CPD Program in the teaching and learning process
below.
Disagree (SDA)
No. Benefits of CPD program SA A UD DA SDA
(5) (4) (3) (2) (1)
4.1 Extended leadership/management knowledge and skills
4.2 Encouraged me to solve teachers’ and students’ problems
4.3 Improved subject matter knowledge and skills of teachers
4.4 Enabled teachers to manage their classroom effectively
4.5 Made me give direction for teachers in continuous assessment
4.6 Addressed immediate school and classroom needs
4.7 Changed the way I think about teaching and learning
4.8 Created cooperation between teachers and principals/vice-

principals
4.9 Resulted in improved achievement for students
4.10 Allowed me to give counseling and guidance service to teachers

and students
4.11 Enabled me to get licensing and re-licensing opportunity
4.12 Improved professional ethics of principal/vice-principals
4.13 If any other benefits of CPD program, please specify.
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------------
5. The effectiveness of the implementation of CPD program
below.
5=Strongly Agree (SA), 4=Agree (A), 3=Undecided (UD), 2=Disagree (DA) and 1=Strongly
Disagree (SDA)
Use “”mark to specify your rating for each of the statements in the table below.
No CPD implementation SA A UD DA SDA
(5) (4) (3) (2) (1)
5.1 The school CPD priorities are clearly identified by principal/vice-
principals
5.2 The discussion is made after the identification of CPD priorities
5.3 The school has annual CPD plan
5.4 Teachers prepared their individual CPD plan
5.5 All teachers prepared their CPD modules and portfolio in the school
5.6 Portfolios of teachers are organized and checked continuously
5.7 A certificate is prepared for teachers after completion of the trainings
5.8 Sufficient time is allotted for CPD training in the school
5.9 Instructional knowledge and skills of teachers improved after they
engaged in the CPD training
5.10 Teachers prepared action research after CPD training
5.11 Teachers applied continuous assessment after CPD training

5.12 Teachers implemented active learning methods after CPD training
5.13 The school report is prepared at the end of every sessions
5.14 In general, CPD program is successfully implemented in this school
by all teachers
5.15 If any other, please specify.
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
-------------------------------------------------------------------------------------------------------------------
6. Factors affecting the implementation of CPD program
Please give rank to the following barriers from the most serious to the least serious
5=Most Serious (MS), 4= More Serious (Ms), 3= Serious (S), 2= Less Serious (LS), and
1=Least Serious (Ls)
No Barriers in implementing CPD MS Ms S LS Ls
(5) (4) (3) (2) (1)
6.1 Teachers are not well informed about the implementation steps of
CPD
6.2 Shortage of appropriate training resources
6.3 Poor management of CPD training time
6.4 Lack of appropriate support from school CPD coordinators
6.5 Unwillingness of teachers’ to implement the CPD program
6.6 Teachers’ overload work/lack of sufficient time
6.7 Absence of teachers’ ability or skill to implement the CPD program
6.8 Lack of support from Woreda/Town education TDP coordinators
6.9 The training is difficult to implement in classroom situations
6.10 Lack of a systematic follow up
6.11 Absence of skilled and experienced supportive supervisory personnel.
6.12 Absence of coordination between teachers and school principals
6.13 Absence of well trained school CPD coordinators
6.14 Adequate budget was not allocated to support CPD activities
6.15 The negative attitude of principals/vice-principals towards CPD
6.16 The framework and toolkit materials of CPD are not clear and not
helpful to implement CPD
6.17 Please list if there are some more barriers which teachers are facing in CPD implementation.
---------------------------------------------------------------------------------------------------------------------
---------------------------------------------------------------------------------------------------------------------
------------------------------------------------------------------------------------------------------------------
Appendix-C
Focus Group Discussion Guide for school CPD coordinators
The focus group discussion will concern on the following issues.
1. How do you judge the perceptions of principals, vice-principals and teachers towards
CPD program? Why these perceptions happened to them?
2. What are the benefits of CPD program in teaching and learning process?
3. Have you given any support in implementation of CPD program? If yes, what type of
support? If not, why?
4. How do you evaluate the implementation status and the effectiveness of CPD program in
your school?
5. What Challenges are encountered during the implementation of CPD at school level?
6. What measures do you think should be taken to overcome challenges of CPD program at
school level?
Appendix-D
Interview Guides for school supervisors and Woreda/Town TDP

coordinators
1. Does your school (WEO) have plan for CPD program? If not why?
2. How do you judge the perceptions of principals, vice-principals and teachers towards
CPD program? Why these perceptions happened to them?
3. How do you evaluate the implementation status of CPD training at school level?
4. What are the benefits of CPD in teaching and learning process?
5. Has your office given any support in implementation of CPD program? If yes, what type
of support? If not, why?
6. What mechanisms do you use to support and follow up CPD program?
7. What factors do you think hinder the implementation of CPD program at school level?
8. What measures do you believe should be taken to minimize the obstacles of CPD?
Appendix-E
Document Analysis Guide
CPD program implementation reports will be analyzed with reference to the following:
-the methods used in trainings
-materials used in the training and handed to the participants for use in their schools
-Duration of the training
-portfolios and modules prepared by teachers
-school and teachers annual plans for CPD training
-reports and feedback given by the concerned bodies
-meeting and minutes on the issues of CPD program
-Evaluation of the training
-Challenges encountered during the training

Appendix-F
RELIABILITY
/VARIABLES=Q2_2.1 Q2_2.2 Q2_2.3 Q2_2.4 Q2_2.5 Q2_2.6 Q2_2.7 Q2_2.8 Q2_2.9

Q2_2.10 Q2_2.11 Q2_2.12 Q2_2.13 Q3_3.1 Q3_3.2 Q3_3.3 Q3_3.4 Q3_3.5 Q3_3.6 Q3_3.7
Q3_3.8 Q3_3.9 Q3_3.10 Q3_3.11 Q3_3.12 Q4_4.1 Q4_4.2 Q4_4.3 Q4_4.4 Q4_4.5 Q4_4.6
Q4_4.7 Q4_4.8 Q4_4.9 Q4_4.10 Q4_4.11 Q4_4.13 Q5_5.1 Q5_5.2 Q5_5.3 Q5_5.4 Q5_5.5
Q5_5.6 Q5_5.7 Q5_5.8 Q5_5.9 Q5_5.10 Q5_5.11 Q5_5.12 Q5_5.13 Q5_5.14 Q6_6.1
Q6_6.2 Q6_6.3 Q6_6.4 Q6_6.5 Q6_6.6 Q6_6.7 Q6_6.8 Q6_6.9 Q6_6.10 Q6_6.11 Q6_6.12
Q6_6.13 Q6_6.14 Q6_6.15 Q6_6.16
Scale: 0.05
Case Processing Summary
N %
Valid 96 100.0
Cases Excludeda 0 .0
Total 96 100.0
Reliability Statistics
Cronbach's Alpha Cronbach's Alpha Based on Standardized Items N of Items
.862 .903 67
Appendix-G
Independent Samples T-Test and Total Mean Scores

Independent Samples Test
Items Levene's Test for Equality of t-test
Variances
df Sig. (2-tailed) Sig. t
(p)
Perceptions of school leaders and teachers on
the CPD program 94 .020 .223 2.41
Support and follow up activities of
94 .001 .383 4.49
stakeholders on the CPD Program
Effectiveness of the implementation of CPD
94 .010 .650 3.83
program
Factors affecting the implementation of CPD
94 .850 .171 .19
program
Benefits of CPD program in the teaching and
94 .001 .802 8.42
learning process
Total Mean Scores

N Mean Std. Deviation
Perceptions of school leaders and teachers on the
96 3.66 .53122
CPD program
Support and follow up activities of stakeholders on
96 2.62 .80810
the CPD Program
Effectiveness of the implementation of CPD
96 2.77 1.06034
program
Factors affecting the implementation of CPD
96 3.83 .67771
program
Benefits of CPD program in the teaching and
96 3.05 .67827
learning process
Valid N (listwise) 96

Afework Alaro PDF

Hochgeladen von

Dokumentinformationen

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Afework Alaro PDF

Hochgeladen von

Copyright:

Verfügbare Formate

ADDIS ABABA UNIVERSITY

SCHOOL OF GRADUATE STUDIES

AN ASSESSMENT OF THE IMPLEMENTATION OF CONTINUOUS

AFEWORK ALARO AMACHE

AFEWORK ALARO AMACHE

A THESIS SUBMITTED TO SCHOOL OF GRADUATE STUDIES OF

ADDIS ABABA UNIVERSITY

ADDIS ABABA, ETHIOPIA

APPROVED BY EXAMINING BOARD

Hussien Kedir (PhD) 12/06/2014

Department Head Signature Date

Kenenissa Dabi (Ato) 12/06/2014

Examiner, Internal Signature Date

Dessu Wirtu (PhD) 12/06/2014

Examiner, External Signature Date

Wossenu Yimam (PhD) 12/06/2014

Advisor Signature Date

Table of Contents……………………………………………………………………………. iii

List of Tables……………………………………………………………………………....... vii

List of Figures……………………………………………………………………………… viii

Acronyms and Abbreviations………………………………………………………………... ix

CHAPTER ONE ........................................................................................................................ I

1.1 Background of the Study ............................................................................................ 1

1.2 Statement of the problem ............................................................................................ 3

1.3 Objectives of the study ............................................................................................... 7

1.3.1 General objective................................................................................................. 7

1.3.2 Specific objectives ............................................................................................... 7

1.4 Significance of the study ............................................................................................ 8

1.5 Delimitation of the Study ........................................................................................... 8

1.6 Limitations of the Study ............................................................................................. 8

1.7 Definitions of Key Terms ........................................................................................... 9

1.8 Organization of the Study ........................................................................................... 9

REVIEW OF RELATED LITERATURE .............................................................................. 10

2.1 The Concept of Continuous Professional Development (CPD) Program ................ 10

2.2 Historical Development of CPD Program ................................................................ 11

2.2.2 Overview of CPD program in Ethiopian Context ............................................. 14

2.3 Importance and Objectives of CPD Program ........................................................... 18

2.3.1 Importance of CPD Program ............................................................................. 18

2.3.2 Objectives of CPD Program .............................................................................. 19

2.4 Principles and benefits of effective CPD program ................................................... 20

2.4.1 Principles of Effective CPD Program ............................................................... 20

2.4.2 Benefits of Effective CPD Program .................................................................. 20

2.5 CPD-Licensing: The Practicalities ........................................................................... 21

2.5.1 Sequence for Teaching Licenses ....................................................................... 21

2.5.2 Levels in the Career Structure ........................................................................... 21

2.5.3 Generic Courses in the Initial ............................................................................ 22

2.6 Practices for Effective Implementation of CPD Program ........................................ 25

2.7 Characteristics of Effective CPD Program ............................................................... 26

2.8 Models of CPD Program .......................................................................................... 27

2.10 Professional Development Portfolio (PDP) .............................................................. 30

2.11 The CPD cycle .......................................................................................................... 31

2.11.1 The CPD Cycle – “Analyze” ............................................................................. 32

2.11.2 The CPD Cycle – “Plan” ................................................................................... 32

2.11.3 The CPD Cycle – “Do” ..................................................................................... 33

2.11.4 The CPD Cycle – “Evaluate” ............................................................................ 33

2.13 Evaluation of Teachers’ CPD Program .................................................................... 35

2.14.1 Newly Deployed Teachers (NDTs) ................................................................... 36

2.14.2 Licensed Teachers ............................................................................................. 37

2.14.3 School Leaders .................................................................................................. 37

2.14.5 School clusters................................................................................................... 39

2.14.6 Woreda and Sub-City Education Offices .......................................................... 40

2.14.7 Teachers Education Institutions ........................................................................ 40

2.14.8 Regional Education Bureaus/Zones .................................................................. 41